Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods study.

Background: The Flipped Classroom with Team-Based Learning (FC-TBL) approach has gained traction in medical education in recent years, yet a comprehensive assessment of its instructional efficacy remains limited. This study sought to elucidate the effectiveness of FC-TBL in molecular biology laboratory instruction and assess its influence on subsequent related courses' learning outcomes.

Methods: A total of 109 students were randomly assigned to either the traditional Lecture-Based Learning (LBL) group or the FC-TBL group.

Application and evaluation of the hybrid "Problem-Based Learning" model based on "Rain Classroom" in experimental courses of medical molecular biology.

Background: With the advancement of society, the cultivation of medical professionals equipped with solid theoretical knowledge, a strong sense of innovation, and critical thinking has become a crucial goal in the reform of medical higher education. Over recent years, the hybrid Problem-Based Learning (hPBL) model, a blend of Problem-Based Learning (PBL) and Lecture-Based Learning (LBL), has emerged as a novel approach in the medical education reform landscape of China. The application and efficacy of the hPBL model in medical experimental courses have piqued the interest of medical educators.