The application of case-based learning with microlectures and flipped classroom teaching methods in the teaching of physiology to nursing undergraduates

ABSTRACT

A blended teaching mode is necessary to improve the study efficiency of nursing students. This study aimed to explore the effects of the use of case-based learning (CBL), involving microlectures and flipped classroom teaching methods (flipped CBL mode), via online tools on the teaching of physiology to nursing undergraduates. A total of 207 nursing undergraduates were divided into a control group and a flipped CBL group. The control group received lecture-based learning, while the flipped CBL group received flipped CBL. The results showed that the final exam scores of the flipped CBL group were higher than those of the control group. The majority of nursing students believed that the flipped CBL model could provide guidance for future clinical practice, and could help in their study of physiology. Thus, the use of flipped CBL mode may improve the quality of teaching of physiology and enhance the comprehension and clinical thinking skills of nursing students.

KEYWORDS:

• Physiology
• nursing undergraduates
• CBL
• flipped classroom
• microlectures

Acknowledgments

We are grateful to all participants within the study, and the reviewers and editors who provided value suggestions, which contributed to the completion of the paper.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Upon a reasonable request, the authors will provide the original data that support the findings of the study.

Ethics approval and consent to participate

This study was approved by the Ethics Committee of Shantou University Medical College (SUMC-2023-053). The survey contents and analysis protocol satisfied the relevant guidelines. All participants within the study approved the informed consent and were maintained for their privacy.

Additional information

Funding

The study was supported by the Teaching Reform Project of Guizhou Provincial Department of Education [NO.2017520061], Teaching Reform Project of Shantou University Medical College [202204] and Teaching Reform Project of Department of Basic Medicine of Shantou University Medical College [202206].

Notes on contributors

Gui-Feng Lu

Gui-Feng Lu, Shantou University Medical College, Doctor of Medicine, Associate Professor, good at medical education, wrote the draft.

Meng-Qi Huang

Meng-Qi Huang, Shantou University Medical College, Undergraduate, engaged in the study and analysed data.

Fei Geng

Fei Geng, Shantou University Medical College, Doctor of Physiology, Professor, good at Physiological education, conceived the study, wrote the draft and performed teaching.