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Comparing Flipped Classroom and Traditional Lecture in Medical Histology Among Chinese Medical Students: Learning
Yanmin Zhang1, Chunyang Li1, Chan Zhou1
1Key Laboratory for Experimental Teratology of Ministry of Education, Department of Histology and Embryology, Shandong University Cheeloo College of Medicine, Jinan, People's Republic of China.
Purpose:
Although the flipped classroom has been increasingly adopted in medical education, evidence regarding its effectiveness remains inconsistent, particularly in Chinese medical education, where related studies remain limited. Therefore, this study aimed to compare academic performance, student satisfaction, and learning perceptions between flipped classroom and traditional lecture-based instruction in a medical histology course among Chinese undergraduate medical students.
Methods:
In this non-randomized comparative study, two consecutive cohorts of undergraduate medical students received either traditional lectures (2023 cohort, n = 73) or flipped classroom instruction (2024 cohort, n = 75) in the same medical histology course. Final examination scores were compared using the Mann-Whitney U-test. Spearman correlation was used to examine the relationship between final examination and in-class quiz scores. Pearson's chi-square test was used for categorical variables. Student satisfaction and learning perceptions were evaluated using a questionnaire.
Results:
Students in the flipped classroom group achieved significantly higher final examination scores than those in the traditional group (76.57 ± 14.24 vs 69.73 ± 15.45, P < 0.01). Final exam scores were positively correlated with quiz performance (P < 0.001). Satisfaction was also significantly higher in the flipped classroom group than in the traditional group (21.12 ± 4.62 vs 16.16 ± 3.72, P< 0.001). Among students in the flipped classroom group, 68% preferred the flipped classroom approach. Students perceived that the flipped classroom enhanced interactivity and promoted active learning, although it was also associated with increased workload and learning pressure.
Conclusion:
In this cohort of Chinese undergraduate medical students, the flipped classroom was associated with better academic performance, higher student satisfaction, and more positive learning perceptions than traditional lectures.
