Research on Flipped Classroom Teaching Mode Combining Evidence-based Medicine with Case Teaching

© 2026 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

Download PDF

Cite

XML

HTML

Abstract

Objective: This research aims to explore the pedagogical impact of the flipped classroom methodology informed by Evidence - Based Medicine (EBM) and Case-Based Learning (CBL) on the clinical education of students specializing in oral mucosal diseases. The primary goal is to improve the overall clinical practical skills of dental students. Methods: A total of 184 interns from the Department of Periodontal Mucosal Diseases at the Stomatology College of Jiamusi University, who were enrolled in a five-year undergraduate program in oral medicine from May 2020 to September 2022, participated in the study. The interns were randomly assigned to either the control group, which received traditional teaching methods, or the experimental group, which experienced a flipped classroom model based on Evidence - Based Medicine (EBM) and Case - Based Learning (CBL). The effectiveness of the teaching methods was assessed at the end of the internship through theoretical examinations and questionnaire surveys, among other evaluation techniques. Results: The findings of the evaluation of teaching quality, the theoretical knowledge, clinical practice skills, and case analysis scores of the experimental group were 86.18 ± 6.62, 86.53 ± 6.86, and 87.10 ± 6.82, respectively. These values were significantly higher than those of the control group (79.71 ± 7.95, 72.52 ± 9.26, and 71.91 ± 9.04); students’ overall quality and course satisfaction were statistically significant (p < 0.05) when compared to the control group. Conclusion: The flipped classroom teaching model based on Evidence-Based Medicine (EBM) and Case - Based Learning (CBL) effectively leverages the strengths of both methodologies. This combination not only improves traditional teaching methods, ignites students’ enthusiasm for learning, and fosters innovative thinking, but also contributes positively to enhancing clinical practical skills. Overall, this educational approach significantly benefits the clinical training of periodontal mucosal diseases, increasing teaching effectiveness and satisfaction for both educators and students.

References

Lin G, Tan W, Tan H, et al., 2023, Innovative Pedagogical Strategies in Health Professions Education: Active Learning in Dental Materials Science. Int J Environ Res Public Health, 20(3): 239–243.

Shen J, Yuan L, Ge R, et al., 2022, Improving Medical Student Recruitment into Neurosurgery Through Teaching Reform. BMC Med Educ, 22(1): 656.

Xu X, Wang Y, Zhang S, et al., 2022, Performance of Problem-Based Learning-Based Image Teaching in Clinical Emergency Teaching. Front Genet, 13: 931640.

Blair R, Caton J, Hamnvik O, 2023, A Flipped Classroom in Graduate Medical Education. Clin Teach, 17(2): 195–199.

Chen F, Lui A, Martinelli S, 2022, A Systematic Review of the Effectiveness of Flipped Classrooms in Medical Education. Med Educ, 51(6): 585–597.

Mercuri M, 2024, The Ever-Shifting Source of Authority on What Works in Clinical Medicine. J Eval Clin Pract, 25(5): 703–705.

Qi X, 2023, Advancing Standardized Resident Training Quality under the Guidance of the Spirit of the 20th CPC National Congress—Keynote Report at 2022 National Standardized Resident Training Summit. Chinese Journal of Continuing Medical Education, 7(1): 1–5.

Yu K, Hu D, 2023, Traditional Chinese Medicine and Chinese Civilization: Research Series on “Two Integrations” of the Spirit of the 20th CPC National Congress (IV). Journal of Yulin Normal University, 44(2): 59–67.

Yao G, 2023, Exploration on Chinese Modernization of Education Based on Educational Reform Practices since the 18th CPC National Congress and Relevant Statements from the 20th CPC National Congress. Journal of Inner Mongolia Normal University (Educational Science Edition), 36(3): 1–10.

Gou L, Yao J, Guo H, 2022, Reflections on Evidence-Based Medicine Teaching among Undergraduates at a Medical University in Xinjiang. Xinjiang Medical Journal, 52(8): 992–994.

Tao H, Liang L, 2022, Theoretical and Practical Exploration on Educational Administration of Medical Universities under Green Ecology Concept. Environmental Engineering, 40(10): 256.

Wang J, Zhang R, He M, et al., 2020, Existing Problems and Countermeasures of Higher Education. Vocational Education, 2020(6): 8–9.

Sao Y, Yeh W, Hsu T, et al., 2022, Implementing a Flipped Classroom Model in an Evidence-Based Medicine Curriculum for Pre-Clinical Medical Students: Evaluating Learning Effectiveness Through Prospective Propensity Score-Matched Cohorts. BMC Med Educ, 22(1): 185.

Lu C, Xu J, Cao Y, et al., 2023, Examining the Effects of Student-Centered Flipped Classroom in Physiology Education. BMC Med Educ, 23(1): 233.

Ji C, 2022, Highlight TCM Advantages and Cultivate Modern Evidence-Based Thinking: Reform Practice of Evidence-Based Medicine Teaching. Journal of Traditional Chinese Medicine Management, 30(11): 234–236.

Tang B, Sandarage R, Chai J, et al., 2022, A Systematic Review of Evidence-Based Practices for Clinical Education and Health Care Delivery in the Clinical Teaching Unit. CMAJ, 194(6): E186–E194.

Tee W, Tan S, Marican F, et al., 2022, Comparison of Digital Interactive Case-Based Educational Resource with Virtual Role Play in Dental Undergraduates in Clinical Oral Medicine/Oral Pathology Education. Healthcare (Basel), 10(9): 44567.

Li P, Lan X, Ren L, et al., 2023, Research and Practice of the BOPPPS Teaching Model Based on the OBE Concept in Clinical Basic Laboratory Experiment Teaching. BMC Med Educ, 23(1): 882.

Previous article in this issue

Next article in this issue