Trial reportBMC medical education2025
Flipped classroom-based blended learning in histology education: investigating the effectiveness of applying a new approach to improve medical students' learning.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Design thinking for transforming preclinical education: efficacy and implementation of a blended learning model in histology and embryology.BMC medical education · 2026Article
- Innovating transfusion training: a BOPPPS-based blended learning model to enhance nursing interns' specialized competency.Frontiers in medicine · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
BACKGROUND AND
aimHistology is among the most complex and challenging courses for medical students. Utilizing new approaches to teaching this course can help enhance the pedagogical and psychological aspects of student learning. Therefore, the present study aimed to investigate the effect of the flipped classroom teaching method, a blended learning model, on the learning performance of medical students in a histology course. MATERIAL AND
methodThis randomized educational trial was conducted at the Faculty of Medicine, Arak University of Medical Sciences. A total of 120 medical students participated in a histology course, divided into two groups: control (n = 60) and intervention (n = 60). Students in the control group were taught using a conventional teaching method, and students in the intervention group were taught using the flipped classroom method. Therefore, within the framework of this method, electronic histology content was provided to the intervention group students before participating in the in-person class, and during the in-person session, the instructor's role was purely facilitative. The learning performance of students in both groups was evaluated based on the scores received from the end-of-course exam. A researcher-made questionnaire was used to assess students' attitudes and experiences regarding the histology course based on the flipped classroom method. The collected data were analyzed using SPSS-26 software and descriptive and inferential statistics.
resultsThe mean age of the participants was 20.73 ± 0.92. The mean score of the histology course in the blended learning group (16.43 ± 1.02) was higher than the mean score in the conventional teaching group (13.28 ± 1.67). Therefore, this difference was statistically significant (t=-12.42, P < 0.01). The majority of students evaluated their experience with histology instruction through the flipped classroom method as positive.
conclusionTeaching histology through the flipped classroom had a notable impact on medical students' learning. The flipped classroom provides significant pedagogical benefits, contributing to a more sustainable and effective educational experience for students. It is recommended that instructors in medical schools use this approach.
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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.