Related Experiment Video
Updated: Sep 2, 2025
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Incorporating modified team-based learning into a flipped basic medical laboratory course: impact on student
Jing Shen1, Hongyan Qi2, Yingying Chen2
1Department of Pathology and Pathophysiology, and Department of Medical Oncology of the Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, 310058, China. shenjingwzy@zju.edu.cn.
Combining flipped classroom (FC) with team-based learning (TBL) in basic medical laboratory courses (BMLCs) improved student academic performance and engagement. This blended learning approach offers a more positive and effective educational experience for medical students.
Area of Science:
- Medical Education
- Active Learning Strategies
- Blended Learning
Background:
- Basic medical laboratory courses (BMLCs) are crucial for medical training.
- Student-centered and active learning strategies are underutilized in BMLCs.
- This study investigates a novel blended approach in BMLCs.
Purpose of the Study:
- To evaluate the educational effects of combining flipped classroom (FC) with team-based learning (TBL) in BMLCs.
- To compare academic performance between FC-TBL and FC instructional strategies.
- To assess student perceptions of the FC-TBL blended learning strategy.
Main Methods:
- A cohort of 408 third-year medical students participated.
- Students were divided into a flipped classroom with team-based learning (FC-TBL) group and a flipped classroom (FC) only group.
- Academic performance (immediate and long-term) was compared across three experiments; student perceptions were surveyed.
Main Results:
- The FC-TBL group demonstrated higher scores on immediate post-tests and final exams in two of three experiments.
- Students in the FC-TBL group reported greater engagement, feedback, and a better learning environment.
- The blended FC-TBL strategy was perceived to stimulate interest and deep thinking.
Conclusions:
- The FC-TBL strategy significantly improved academic performance compared to FC alone.
- Students reported a more positive overall experience with the FC-TBL approach.
- The findings support the feasibility and benefits of implementing FC-TBL in BMLC curricula.
