Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods study
Abstract Background The Flipped Classroom with Team-Based Learning (FC-TBL) approach has gained traction in medical education in recent years, yet a comprehensive assessment of its instructional efficacy remains limited. This study sought to elucidate the effectiveness of FC-TBL in molecular biology...
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| Format: | Article |
| Language: | English |
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BMC
2024-12-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-024-06450-7 |
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| author | Meng Qu Qinlong Hou Xushen Li Chunyan Yu Jichen Xia Zhiheng Dong |
| author_facet | Meng Qu Qinlong Hou Xushen Li Chunyan Yu Jichen Xia Zhiheng Dong |
| author_sort | Meng Qu |
| collection | DOAJ |
| description | Abstract Background The Flipped Classroom with Team-Based Learning (FC-TBL) approach has gained traction in medical education in recent years, yet a comprehensive assessment of its instructional efficacy remains limited. This study sought to elucidate the effectiveness of FC-TBL in molecular biology laboratory instruction and assess its influence on subsequent related courses’ learning outcomes. Methods A total of 109 students were randomly assigned to either the traditional Lecture-Based Learning (LBL) group or the FC-TBL group. Students’ academic performance and satisfaction were gauged through final examinations and surveys, while the enduring impact of FC-TBL was evaluated using online assessments and tracking students’ scores in follow-up courses. Results The findings indicate that FC-TBL significantly enhanced students’ academic achievements in molecular biology labs and garnered higher satisfaction rates among participants compared to traditional methods. Furthermore, in terms of sustained benefits, FC-TBL demonstrated a marked improvement in the learning outcomes of subsequent related courses. Conclusion In conclusion, this study underscores the efficacy of FC-TBL in fostering both immediate and lasting learning effects, positioning it as a promising pedagogical model for adoption in laboratory instruction across various medical education disciplines. |
| format | Article |
| id | doaj-art-c214188fd22f483b8fa7a8a6e0191806 |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-c214188fd22f483b8fa7a8a6e01918062024-12-22T12:32:39ZengBMCBMC Medical Education1472-69202024-12-0124111010.1186/s12909-024-06450-7Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods studyMeng Qu0Qinlong Hou1Xushen Li2Chunyan Yu3Jichen Xia4Zhiheng Dong5Department of Basic Medicine Experimental Teaching, College of Basic Medicine, Beihua UniversityDepartment of Basic Medicine Experimental Teaching, College of Basic Medicine, Beihua UniversityDepartment of Basic Medicine Experimental Teaching, College of Basic Medicine, Beihua UniversityDepartment of Basic Medicine Experimental Teaching, College of Basic Medicine, Beihua UniversityDepartment of Basic Medicine Experimental Teaching, College of Basic Medicine, Beihua UniversityDepartment of Basic Medicine Experimental Teaching, College of Basic Medicine, Beihua UniversityAbstract Background The Flipped Classroom with Team-Based Learning (FC-TBL) approach has gained traction in medical education in recent years, yet a comprehensive assessment of its instructional efficacy remains limited. This study sought to elucidate the effectiveness of FC-TBL in molecular biology laboratory instruction and assess its influence on subsequent related courses’ learning outcomes. Methods A total of 109 students were randomly assigned to either the traditional Lecture-Based Learning (LBL) group or the FC-TBL group. Students’ academic performance and satisfaction were gauged through final examinations and surveys, while the enduring impact of FC-TBL was evaluated using online assessments and tracking students’ scores in follow-up courses. Results The findings indicate that FC-TBL significantly enhanced students’ academic achievements in molecular biology labs and garnered higher satisfaction rates among participants compared to traditional methods. Furthermore, in terms of sustained benefits, FC-TBL demonstrated a marked improvement in the learning outcomes of subsequent related courses. Conclusion In conclusion, this study underscores the efficacy of FC-TBL in fostering both immediate and lasting learning effects, positioning it as a promising pedagogical model for adoption in laboratory instruction across various medical education disciplines.https://doi.org/10.1186/s12909-024-06450-7Flipped classroomTeam-based learningMolecular biology laboratory courseLearning effectivenessMedical education |
| spellingShingle | Meng Qu Qinlong Hou Xushen Li Chunyan Yu Jichen Xia Zhiheng Dong Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods study BMC Medical Education Flipped classroom Team-based learning Molecular biology laboratory course Learning effectiveness Medical education |
| title | Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods study |
| title_full | Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods study |
| title_fullStr | Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods study |
| title_full_unstemmed | Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods study |
| title_short | Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods study |
| title_sort | application of a flipped classroom incorporating modified team based learning in molecular biology laboratory teaching a mixed methods study |
| topic | Flipped classroom Team-based learning Molecular biology laboratory course Learning effectiveness Medical education |
| url | https://doi.org/10.1186/s12909-024-06450-7 |
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