Flipped classroom combined with case-based learning is an effective teaching modality in nephrology clerkship

Abstract Background The flipped classroom (FC) is recognized as an effective teaching approaches by emphasizing on the development of high-order abilities; however, implementation FC has not been well explored in nephrology education. present study aims to investigate efficacy via comparing with traditional lecture-based (LBT). Methods Sixty-two medical clerkship students at Zhejiang University School Medicine were equally allocated into either LBT or group demographically matched. glomerular diseases module was chosen for content. Students from required pre-class materials annotated PPT format advance. In class, case-based learning (CBL) employed, encountered related clinical cases and participated face-to -face discussion. attended a didactic lecture during class. Quiz questionnaires performed assess versus LBT. Results Participants better quiz than those higher total scores (78.06 ± 2.515 vs. 65.16 3.209, mean SEM), particularly case analysis-related questions (35.81 1.657 27.42 1.910, SEM). survey, more considered beneficial comprehension, critical thinking, patient management team work compared Meanwhile, participants agreed increased in-class pressure Conclusions This shows positive impact combined CBL approach education provides alternative implementation.