ArticleAdvances in medical education and practice2026
Comparing Flipped Classroom and Traditional Lecture in Medical Histology Among Chinese Medical Students: Learning Outcomes and Student Feedback.
Article in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Purpose: Although the flipped classroom has been increasingly adopted in medical education, evidence regarding its effectiveness remains inconsistent, particularly in Chinese medical education, where related studies remain limited. Therefore, this study aimed to compare academic performance, student satisfaction, and learning perceptions between flipped classroom and traditional lecture-based instruction in a medical histology course among Chinese undergraduate medical students. Methods: In this non-randomized comparative study, two consecutive cohorts of undergraduate medical students received either traditional lectures (2023 cohort, n = 73) or flipped classroom instruction (2024 cohort, n = 75) in the same medical histology course. Final examination scores were compared using the Mann-Whitney Results: Students in the flipped classroom group achieved significantly higher final examination scores than those in the traditional group (76.57 ± 14.24 vs 69.73 ± 15.45, Conclusion: In this cohort of Chinese undergraduate medical students, the flipped classroom was associated with better academic performance, higher student satisfaction, and more positive learning perceptions than traditional lectures.
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