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A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

Department of Immunology, School of Basic Medical Sciences, Lanzhou University, Lanzhou 730000, China
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Educ. Sci. 2018, 8(2), 45; https://doi.org/10.3390/educsci8020045
Received: 28 February 2018 / Revised: 21 March 2018 / Accepted: 30 March 2018 / Published: 2 April 2018
(This article belongs to the Special Issue Biology Education)
The application-based flipped classroom (APP-FC) is an innovative teaching-learning model that has not been applied and assessed in basic medical curricula teaching in China. The aim of this investigation is to assess students’ perceptions to the APP-based flipped classroom (APP-FC) teaching model in an immunology course. The data of this study were collected from second-year medical students (n = 92) at Lanzhou University. One class (n = 50), as a control group, was offered lecture-based learning (LBL), while the other class (n = 42), as the APP-FC group, was given lecture-based instruction and the APP-FC teaching model during September–November 2017. Afterward, the perceptions of students on APP-FC teaching model were evaluated using questionnaires. Students responded that APP-FC improves their motivation (83%) and interest in learning immunology (81%), as well as their self-directed learning skills (81%). Compared to the traditional lecture-based instruction, the APP-FC noticeably improved students’ motivation in learning (P = 0.011), self-directed learn skills (P = 0.001), memory abilities (P = 0.009), and problem-solving abilities (P = 0.010). Most medical students’ scores (60%) in the final examination were more than 80 points after implementing an APP-FC model as compared to the control group (40%). The majority of students (70%) preferred the APP-FC teaching approach over traditional lecture-based pedagogy. The implementation of the APP-FC teaching model could improve students’ learning motivation, self-directed learn skills, and problem-solving abilities, which is a preferable teaching model for medical immunology courses in China. View Full-Text
Keywords: active learning; medical education; immunology; flipped classroom; APP; China active learning; medical education; immunology; flipped classroom; APP; China
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Ma, X.; Luo, Y.; Zhang, L.; Wang, J.; Liang, Y.; Yu, H.; Wu, Y.; Tan, J.; Cao, M. A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China. Educ. Sci. 2018, 8, 45.

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