Evaluation of a flipped classroom approach based on micro-videos in the standardized gastroenterological resident training

BACKGROUND: Traditional teaching methods in standardized training for gastroenterology residents face challenges in developing independent clinical abilities and self-learning enthusiasm. This study evaluated the effectiveness of a flipped classroom approach based on micro-videos compared to that of traditional classroom teaching in the training of gastroenterology residents. METHODS: This study included 112 residents at the First Affiliated Hospital of Anhui Medical University from January to December 2024. The participants were randomly assigned to the flipped classroom (FC, n = 56) or traditional classroom (TC, n = 56) group. The FC group received micro-video-based pre-class materials and participated in interactive in-class discussions, whereas the TC group received traditional lectures. After 4 weeks, both groups were evaluated via theoretical examinations, clinical skills assessments, and perceived teaching effectiveness questionnaires. The FC group additionally completed a perception survey. RESULTS: Compared with the TC group, the FC group showed higher scores on case analysis questions (33.61 ± 2.61 vs. 31.43 ± 3.17, p = 0.010) and clinical practice skills (89.23 ± 2.71 vs. 86.11 ± 3.59, p = 0.001). The flipped classroom approach demonstrated superior outcomes in improving clinical practice skills (p = 0.028), learning interest (p = 0.015), self-learning ability (p = 0.023), problem-solving proficiency (p = 0.002), and team collaboration (p < 0.001). Moreover, in excess of 96% of the flipped classroom participants expressed satisfaction with the teaching method, and 94.6% reported improved understanding of the curriculum. However, 32.1% reported increased time demands, and 28.6% reported greater pressure in self-presentation. CONCLUSIONS: The flipped classroom approach based on micro-videos is an effective teaching method for standardized gastroenterology resident training, and is also advantageous for developing clinical skills, self-learning abilities, and team collaboration. Despite some challenges in time management and presentation pressure, the method was well-received by residents and could be considered for broader implementation in medical education.