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Abstract
Purpose
Radiology instruction focuses on cultivating medical students’ diagnostic thinking skills and practical competence, and lecture-based learning (LBL) is the most commonly used teaching approach. While fact-based, this type of traditional instruction is often non-engaging, leading to a shift toward student-centered models, one of which is the flipped classroom (FC). However, studies involving a comprehensive evaluation of students’ experiences using the FC approach and its effects on their learning are lacking. Therefore, this study analyzed the teaching efficacy of the FC approach based on data of large groups of radiology students, accumulated over time.
Methods
Data from 636 medical radiology students taught using the FC and LBL models from 2012 to 2021 were retrospectively collected and analyzed.
Results
The test scores of the FC group were significantly higher than those of the LBL group, and improvements in learning initiative and learning ability were notably higher in the FC than in the LBL group. The two groups showed no significant difference in the critical thinking disposition indicator, and the proportion of students with positive critical thinking tendencies was higher in the FC than in the LBL group. The academic and social self-perception scores of the FC group were significantly higher than those of the LBL group, and there was a significant difference in Kolb’s learning style.
Conclusions
Based on evidence of completing pre-, in-, and after-class work, the FC approach improved students’ academic performance, learning initiative, diagnostic ability, and satisfaction with learning and the teaching institution. Our findings suggest that FC instruction promotes students’ assimilation and convergence of learning styles, and cultivates positive critical thinking.
Acknowledgements
The authors are grateful to the radiology students from 2012 to 2021 for participating in the study.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Authors contributions
This study was designed by Y Qi, PF Zhao, and Y Hou. All Pre-class preparatory work were designed and performed by Y Qi and SN Pan. Assessment, data analysis and interpretation were performed by Y Qi and Y Shao. Y Hou provided the supervision, funding, and administrative support. Y Qi, SN Pan, PF Zhao, Y Shao and Y Hou wrote and edited the manuscript. The authors have read and approved the final manuscript.
Glossary
The educational environment (EE) is defined as a set of factors that describe what it is like to be a learner within an organization [1]. It refers to the social, psychological, and pedagogical contexts in which learning occurs.
Additional information
Funding
Notes on contributors
Ying Qi
Ying Qi, PhD, Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China. 110004.
Pengfei Zhao
Pengfei Zhao, MS, Department of Pharmacology, School of Pharmaceutical Sciences, China Medical University, Shenyang, Liaoning, China. 110004.
Ruobing Bai
Ruobing Bai, PhD, Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China. 110004.
Yun Shao
Yun Shao, PhD, Department of Clinical Psychology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China. 110004.
Shinong Pan
Shinong Pan, PhD, Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China. 110004.
Yang Hou
Yang Hou, PhD, Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, Liaoning, China. 110004.