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The application of multidisciplinary team combined flipped classroom teaching model in oral general course for clinical undergraduates.
BMC Med Educ
January 2025
School of Dentistry, Hainan Medical University, Haikou, 571199, PR China.
Background: Oral general course (OGC) is a basic subject of medical education. The implementation of multidisciplinary team (MDT) meets the individual needs of patients. Based on the concept of MDT, this study combined the theory and practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the thinking transformation of medical students to clinicians.
View Article and Find Full Text PDFExploring peer learning module vs. conventional tutorials: effects on engagement and learning outcomes among first-year medical students.
BMC Med Educ
January 2025
Department of Biochemistry, Manipal Tata Medical College, Manipal Academy of Higher Education, Manipal, 576104, India.
Background: In contemporary medical education, it is essential to raise student involvement and active participation in the learning process. By contrasting small-group peer learning modules with teacher-led conventional tutorial sessions, we aim to provide insights into their respective influences on learning outcomes and the overall learning experience among 150 first-year medical students.
Methods: Each group consisted of 50 students.
Sustained Improvement in Medical Students' Academic Performance in Renal Physiology Through the Application of Flipped Classroom.
Clin Teach
February 2025
Department of Pharmacology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand.
Background: Teaching renal physiology is problematic in many medical schools since conventional passive learning might not be effective. Active learnings including flipped classroom (FC) have been introduced to medical education including renal physiology topic recently, but no study regarding long-term outcomes has been reported.
Approach: Two classes of second-year medical students were compared.
Escape rooms as formative knowledge assessment: A quasi-experimental study.
Nurse Educ Today
January 2025
College of Nursing, Florida State University, United States of America. Electronic address:
Background: Escape rooms offer an immersive approach to nursing education, serving as versatile tools for assessment and skill development. While research has explored their potential as alternatives to traditional assessments, their role as formative assessment and impact on knowledge retention in nursing education remain largely unexplored, prompting the need for further investigation.
Aim: The study aims to explore the impact of escape rooms as formative assessment on first-year nursing students' knowledge retention.
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