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| The application of flipped classroom teaching based on the “5E” mode in physiology course |
| PANG Lingxia1, XU Xingxing1, JIN Keke1, MENG Hongbing1, YAN Chenjie1, XU Yiding2, YUAN Linbo1 |
| 1.School of Basic Medical Sciences, Wenzhou Medical University, Wenzhou 325035, China; 2.The Second Clinical College,Wenzhou Medical University, Wenzhou 325035, China |
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| Cite this article: |
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PANG Lingxia,XU Xingxing,JIN Keke, et al. The application of flipped classroom teaching based on the “5E” mode in physiology course[J]. JOURNAL OF WEZHOU MEDICAL UNIVERSITY, 2024, 54(9): 767-770,封三.
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Abstract Objective: To explore the application effect of flipped classroom teaching based on the “5E” model in physiology course. Methods: Flipped classroom teaching based on the “5E” teaching model was carried out in Physiology in the experimental group consisting of 150 undergraduates of Grade 2020 majoring in clinical medicine from the First Clinical College, and meanwhile 150 undergraduates of Grade 2020 from the Second Clinical College were selected as the control group to implement the traditional teaching. In the experimental group, the teacher stimulated students’ learning interest by introducing videos, cases or reports, setting questions to guide students to carry out group cooperative inquiry learning based on questions, flipping the learning results in the form of reports, and realizing knowledge transformation and application in combination with cases or practices.By the end of the semester, a questionnaire survey was conducted to compare students’ satisfaction with the classroom teaching, taking into account teaching supervision scores, peer teacher scores, students’ final examination scores, classroom performance and probational scores. Results: Students’ satisfaction with the teaching objectives, teaching content, teaching method, process arrangement, teaching evaluation, classroom atmosphere, teachers’ attention and teaching concept had significantly higher rate in the experimental group than the control group; the final physiology examination score, experimental performance, classroom participation,after-class flipping, extracurricular activities, and the scores in Zhejiang Online University Platform, general evaluation were significantly higher in the experimental group than the control group (P<0.001). Conclusion: The flipped classroom teaching based on the “5E” mode improves students’ classroom participation and interest in learning, improves the teaching effect of physiology to a certain extent, and promotes the cultivation of students’ability to study independently, to cooperate with others and to express themselves.
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Received: 19 February 2024
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