The impact of large-class flipped classrooms incorporating design thinking on self-awareness, team collaboration, learning efficiency, and comprehensive literacy of clinical medicine undergraduates
The large - class flipped classroom model integrated with design thinking has the potential to enhance learning outcomes and comprehensive literacy without imposing an additional burden. This model shows potential for application in the teaching of histology and embryology. However, further validation is needed to confirm its applicability across different content areas and learning environments.
Authors
- Xiuguo Li (ORCID: https://orcid.org/0000-0002-5550-4965)
- Xiaomei Wang (ORCID: https://orcid.org/0009-0009-0928-7945)
- Hui Zhang (ORCID: https://orcid.org/0000-0002-4442-2788)
- Yan Guo (ORCID: https://orcid.org/0000-0001-5252-3960)
- Jingbo Zhai (ORCID: https://orcid.org/0000-0001-8793-3628)
- Xiaojin Li (ORCID: https://orcid.org/0000-0002-6525-8585)
Institutions
- Jining Medical University (CN)
Publication Details
- Journal
- BMC Medical Education
- Published
- 2025-04-17
- DOI
- https://doi.org/10.1186/s12909-025-07116-8
- Citations
- 2
- Primary Topic
- Innovative Teaching Methods
- Type
- article
- Field-Weighted Citation Impact
- 17.85
Funders
- Department of Education of Shandong Province
- Jining Medical University