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Updated: Jul 15, 2026
Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
Published on: August 9, 2024
Application of the Flipped Classroom Teaching Model Integrated with the Feynman Learning Method in Cardiovascular
Yuke Zhang1, Qing Ye2, Yu Zhang2
1Department of Medical Intensive Care Unit, the First Affiliated Hospital of Shandong First Medical University, Jinan, Shandong, People's Republic of China.
Purpose:
Medical postgraduates face a growing volume of knowledge, heavy research workload, and inefficient traditional teaching methods. Cardiovascular ultrasound teaching is particularly challenging due to its high theoretical and clinical requirements. This exploratory study evaluated the effect of a flipped classroom combined with the Feynman Learning Method in cardiovascular ultrasound teaching for postgraduates, aiming to improve teaching quality and teachers' pedagogical skills.
Methods:
Seventy-eight third-year postgraduates majoring in ultrasound medicine under standardized residency training at Qilu Medical College of Shandong University from September 2024 to February 2025 were divided into two groups based on training order: a control group (n=38) receiving conventional teaching plus bedside instruction, and an experimental group (n=40) receiving integrated teaching with pre-method training. Both groups used the same case library and followed the same teaching schedule for a 20-week intervention. Data from theoretical and practical exams, as well as questionnaires, were statistically analyzed using SPSS 20.0 software.
Results:
There were no significant differences in gender or age between the two groups at baseline (p > 0.05). The experimental group achieved significantly higher scores in theoretical (85.3±8.17) and practical (83.4±8.58) exams, as well as higher overall exam pass rates (all p < 0.001). Eighty-five percent of students and 87.5% of teachers accepted the integrated model and confirmed its role in enhancing learning outcomes and teaching skills. While 70% of students reported considerable out-of-class time investment (only 37.5% were willing to continue using the model), 87.5% of teachers recognized its high value for promoting clinical teaching.
Conclusion:
The student-centered integrated teaching model effectively improves postgraduates' academic performance and teachers' teaching competence through the "learning-by-teaching" approach, making it a valuable pedagogical reform for cardiovascular ultrasound education. It provides a solid foundation for further validation; however, its large-scale application requires full consideration of postgraduates' practical challenges, such as heavy research pressure and time limitations.
