ArticleFrontiers in medicine2026
Effectiveness of a flipped classroom combined with case-based learning in the clinical training of pediatric interns: a randomized controlled study.
Article in Frontiers in medicine, 2026. 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.
- A study of the effectiveness of the BOPPPS model combined with FC-CBL in the standardized training of general medicine residents.Frontiers in public health · 2026Trial
- Impact of a hybrid flipped classroom and case-based learning model on learning outcomes and competency development inFrontiers in medicine · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: To explore the effectiveness of a flipped classroom (FC) combined with case-based learning (CBL) in pediatric clinical training. Methods: 115 undergraduate medical students undergoing pediatric clinical rotation were randomly assigned to either an intervention group receiving FC combined with CBL (FC + CBL) or a control group receiving traditional lecture-based teaching. Learning outcomes were objectively assessed using a theoretical knowledge test, Objective Structured Clinical Examination (OSCE), and routine performance evaluation. Subjective evaluation was conducted using the Self-Assessment Scale for Active Learning and Critical Thinking (SSACT) and a course satisfaction questionnaire. Correlation analysis was performed to explore underlying learning mechanisms. Results: Baseline characteristics were comparable between the two groups. In terms of objective assessment, the intervention group scored significantly higher than the control group in total score, theoretical knowledge, and OSCE ( Conclusion: The FC + CBL approach significantly improves both objective learning outcomes and subjective learning experiences in pediatric clinical training. The enhancement of active learning and critical thinking abilities may play a key mediating role in this process.
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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.