ArticleBMC medical education2024
A combination of case-based learning with flipped classroom improved performance of medical students in nephrology bedside teaching.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 2 of them syntheses that pooled it.
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Who cites it
14 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- 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
- Flipped classroom combined with case-based learning enhances ventilator management training for non-anesthesiology medical undergraduates: a randomized controlled study.BMC medical education · 2025Trial
- The value of One-Minute Preceptor combined with Flipped Classroom teaching model in clinical teaching of general practice.BMC medical education · 2025Trial
- Post-graduate nephrology education in China: structure, workforce gaps, regional disparities, and the emerging role of critical care nephrology.Renal failure · 2026Review
- Enhancing diagnostic logic in high-acuity care: evidence from an online flipped classroom intervention in emergency medicine.BMC medical education · 2026Article
- Effectiveness of a flipped classroom combined with case-based learning in the clinical training of pediatric interns: a randomized controlled study.Frontiers in medicine · 2026Article
- Application of the BOPPPS-CBL teaching model in gynaecological clinical internships: a randomized controlled trial.Frontiers in medicine · 2026Article
- Impact of a combined case-based and evidence-based medicine teaching approach in traditional Chinese orthopedic residency training: a single-center, retrospective educational study.Frontiers in medicine · 2026Article
- Effect of Case-Based Learning combined with Flipped Classroom on residents' axillary vein puncture and catheterization ability.Frontiers in medicine · 2026Article
- Application and evaluation of case-based multimodal imaging in the ocular fundus disease teaching of postgraduate students.BMC medical education · 2025Article
- Implementation of an online flipped classroom combined with case-based learning in small groups to improve knowledge of obstetric anesthesia.Journal of education and health promotion · 2025Article
- Evaluating the impact of interactive video-based case-based learning in clinical medical education: a randomized controlled trial.Frontiers in medicine · 2025Article
- An RQMN Integrated Teaching Model to Improve Clinical Competence in Undergraduate Internal Medicine Education: A Randomized Controlled Study.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
backgroundBedside teaching remains a challenging endeavor for clinical doctors and medical students, as the students often encounter difficulties in applying their knowledge to clinical situations. This study aims to evaluate the efficacy of combining case-based learning (CBL) with a flipped classroom (FC) approach in nephrology bedside teaching.
methodsA total of 92 medical students were enrolled in this study, including clerks and interns. The students were assigned into two groups. The CBL/FC group students received the combined teaching approach of CBL and FC (CBL/FC). Students who received the traditional lecture-based teaching (LBT) approach were treated as the control group. General knowledge tests, clinical case scenarios, and questionnaires were used to evaluate the teaching efficacy.
resultsNinety-two students were included in this study. Overall, 46 students were assigned to the CBL/FC group, while the other 46 students were assigned to the LBT group. The students in both groups showed comparable performance in the knowledge test. However, in clinical case scenarios, students in the CBL/FC group demonstrated superior performance compared to those in the LBT group. Additionally, the analysis of questionnaires revealed that the CBL/FC group students expressed more positive attitudes toward their proficiency in medical history taking, physical examination, medical record documentation, clinical reasoning, and consideration for patients' welfare. Moreover, the students from the CBL/FC group regarded the CBL/FC teaching approach as an effective and satisfying method without increasing the learning burden.
conclusionThis study reveals that the CBL/FC combined teaching approach shows promise in nephrology education and provides an effective and alternative format for medical teaching.
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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.