Evaluation of a flipped classroom approach based on micro-videos in the standardized gastroenterological resident...

Traditional teaching methods in standardized training for gastroenterology residents face challenges in developing independent clinical abilities and self-learning enthusiasm. This study evaluated the effectiveness of a flipped classroom approach based on micro-videos compared to that of traditional classroom teaching in the training of gastroenterology residents.

This study included 112 residents at the First Affiliated Hospital of Anhui Medical University from January to December 2024. The participants were randomly assigned to the flipped classroom (FC, n = 56) or traditional classroom (TC, n = 56) group. The FC group received micro-video-based pre-class materials and participated in interactive in-class discussions, whereas the TC group received traditional lectures. After 4 weeks, both groups were evaluated via theoretical examinations, clinical skills assessments, and perceived teaching effectiveness questionnaires. The FC group additionally completed a perception survey.

Compared with the TC group, the FC group showed higher scores on case analysis questions (33.61 ± 2.61 vs. 31.43 ± 3.17, p = 0.010) and clinical practice skills (89.23 ± 2.71 vs. 86.11 ± 3.59, p = 0.001). The flipped classroom approach demonstrated superior outcomes in improving clinical practice skills (p = 0.028), learning interest (p = 0.015), self-learning ability (p = 0.023), problem-solving proficiency (p = 0.002), and team collaboration (p < 0.001). Moreover, in excess of 96% of the flipped classroom participants expressed satisfaction with the teaching method, and 94.6% reported improved understanding of the curriculum. However, 32.1% reported increased time demands, and 28.6% reported greater pressure in self-presentation.

The flipped classroom approach based on micro-videos is an effective teaching method for standardized gastroenterology resident training, and is also advantageous for developing clinical skills, self-learning abilities, and team collaboration. Despite some challenges in time management and presentation pressure, the method was well-received by residents and could be considered for broader implementation in medical education.