ArticleAdvances in medical education and practice2021
Coronavirus Disease 2019 (COVID-19) Learning Online: A Flipped Classroom Based on Micro-Learning Combined with Case-Based Learning in Undergraduate Medical Students.
Article in Advances in medical education and practice, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 3 of them syntheses that pooled it.
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The trial behind it
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Who cites it
14 citing papers in PubMed, 3 syntheses or guidelines pooled it, 30 citations in OpenAlex.
- The Flipped Classroom in Medical Education: Systematic Review and Meta-Analysis.Journal of medical Internet research · 2025Pooled it
- Whether case-based teaching combined with the flipped classroom is more valuable than traditional lecture-based teaching methods in clinical medical education: a systematic review and meta-analysis.BMC medical education · 2025Pooled it
- Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic.BMC medical education · 2022Pooled it
- The impact of a diversified training framework on work-related stress and depressive and anxious emotions among newly hired nurses after training.BMC medical education · 2026Trial
- Trial
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- Evaluating the impact of interactive video-based case-based learning in clinical medical education: a randomized controlled trial.Frontiers in medicine · 2025Article
- Physiotherapy students' academic performance and satisfaction after following a chest physiotherapy course in hybrid mode: a case-control study.Scientific reports · 2024Article
- Based case based learning and flipped classroom as a means to improve international students' active learning and critical thinking ability.BMC medical education · 2024Article
- Transforming Medical Training Through Online Case-Based Learning: Brief Review.Journal of pharmacy & bioallied sciences · 2024Review
- The effectiveness of the fully online flipped classroom for nursing undergraduates during the COVID-19: Historical control study.Nursing open · 2023Article
- Microlearning in Diverse Contexts: A Bibliometric Analysis.TechTrends : for leaders in education & training · 2023Article
- Shift to emergency remote preclinical medical education amidst the Covid-19 pandemic: A single-institution study.Anatomical sciences education · 2022Article
- Response to: Coronavirus Disease 2019 (COVID-19) Learning Online: A Flipped Classroom Based on Micro-Learning Combined with Case-Based Learning in Undergraduate Medical Students [Letter].Advances in medical education and practice · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDuring the coronavirus disease 2019 (COVID-19) pandemic, medical colleges in China had to use online teaching. This study explored the effect of COVID-19 knowledge learning online in a flipped classroom based on micro-learning combined with case-based learning (CBL).
methodsThere were 74 undergraduate medical students who were randomly grouped to an observation group and a control group with 37 participants in each virtual classroom on the Network Teaching Platform. Students learning in the control group utilized face-to-face lecture with PowerPoint pre-provided, while students learning in the observation group were conducted in a flipped classroom based on micro-learning combined with CBL. We compared the effect of both formats of COVID-19 knowledge learning online and the impact on clinical practice attitude in two groups.
resultsAll 74 students (100%) responded pretest, posttest and retention test, and completed the questionnaire online. Both formats significantly improved COVID-19 knowledge acquisition at the conclusion of online COVID-19 curriculum. Students' knowledge test scores including total score and scores of five knowledge dimensions of COVID-19 were significantly higher in the observation group than those in the control group (
conclusionA flipped classroom based on micro-learning combined with CBL showed greater effectiveness in COVID-19 knowledge gain in undergraduate medical students and made their attitude toward clinical practice more positive.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.