Based case based learning and flipped classroom as a means to improve international students' active learning and...

Area of Science:

• Medical Education
• Pathophysiology
• International Student Programs

Background:

• International student education is a key indicator of higher education quality.
• Traditional teaching models may not fully engage international students.
• There is a need for innovative pedagogical approaches in higher education.

Purpose of the Study:

• To explore the effectiveness of a combined Case-Based Learning (CBL) and Flipped Classroom (FC) teaching model for international students in pathophysiology.
• To assess improvements in active learning and critical thinking abilities.
• To evaluate the impact on teacher innovation and student attitudes toward educational reform.

Main Methods:

• Implemented a CBL + FC teaching method for Cardiac Insufficiency and Apoptosis chapters.
• Administered the Self-assessment Scale on Active and Critical Thinking (SSACT) to international students.
• Utilized a satisfaction questionnaire to evaluate the teaching reform's impact.

Main Results:

• The CBL + FC model significantly boosted learning enthusiasm compared to traditional methods.
• Students demonstrated enhanced problem-solving and critical analysis skills through case studies.
• International students reported higher acceptance and engagement with the flipped classroom teaching mode.

Conclusions:

• The CBL + FC model stimulates international students' motivation and enhances teaching interaction.
• This method strengthens in-class, out-of-class, and online learning evaluations.
• It promotes personalized learning and aligns with international medical education standards.