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Updated: Jun 4, 2025
Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
Published on: November 15, 2024
Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory
Meng Qu1, Qinlong Hou1, Xushen Li1
1Department of Basic Medicine Experimental Teaching, College of Basic Medicine, Beihua University, Jilin, China.
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. Students' academic performance and satisfaction were gauged through final examinations and surveys, while the enduring impact of FC-TBL was evaluated using online assessments and tracking students' scores in follow-up courses.
Results:
The findings indicate that FC-TBL significantly enhanced students' academic achievements in molecular biology labs and garnered higher satisfaction rates among participants compared to traditional methods. Furthermore, in terms of sustained benefits, FC-TBL demonstrated a marked improvement in the learning outcomes of subsequent related courses.
Conclusion:
In conclusion, this study underscores the efficacy of FC-TBL in fostering both immediate and lasting learning effects, positioning it as a promising pedagogical model for adoption in laboratory instruction across various medical education disciplines.
