Trial reportBMC medical education2026
Evaluation of a flipped classroom approach based on micro-videos in the standardized gastroenterological resident training.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
Abstract
backgroundTraditional teaching methods in standardized training for gastroenterology residents face challenges in developing independent clinical abilities and self-learning enthusiasm. This study evaluated the effectiveness of a flipped classroom approach based on micro-videos compared to that of traditional classroom teaching in the training of gastroenterology residents.
methodsThis study included 112 residents at the First Affiliated Hospital of Anhui Medical University from January to December 2024. The participants were randomly assigned to the flipped classroom (FC, n = 56) or traditional classroom (TC, n = 56) group. The FC group received micro-video-based pre-class materials and participated in interactive in-class discussions, whereas the TC group received traditional lectures. After 4 weeks, both groups were evaluated via theoretical examinations, clinical skills assessments, and perceived teaching effectiveness questionnaires. The FC group additionally completed a perception survey.
resultsCompared with the TC group, the FC group showed higher scores on case analysis questions (33.61 ± 2.61 vs. 31.43 ± 3.17, p = 0.010) and clinical practice skills (89.23 ± 2.71 vs. 86.11 ± 3.59, p = 0.001). The flipped classroom approach demonstrated superior outcomes in improving clinical practice skills (p = 0.028), learning interest (p = 0.015), self-learning ability (p = 0.023), problem-solving proficiency (p = 0.002), and team collaboration (p < 0.001). Moreover, in excess of 96% of the flipped classroom participants expressed satisfaction with the teaching method, and 94.6% reported improved understanding of the curriculum. However, 32.1% reported increased time demands, and 28.6% reported greater pressure in self-presentation.
conclusionsThe flipped classroom approach based on micro-videos is an effective teaching method for standardized gastroenterology resident training, and is also advantageous for developing clinical skills, self-learning abilities, and team collaboration. Despite some challenges in time management and presentation pressure, the method was well-received by residents and could be considered for broader implementation in medical education.
Indexed as
Identifiers
What OpenQuestion holds
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.