Flipped-classroom combined with case-based learning in human parasitology course for international students

Abstract

Background: Increased presence of foreign students in Chinese educational institutions creates new challenges for domestic educators. Through more than ten years of teaching practice, in order to enhance the quality and long-term outcome of medical parasitology course, we have been incorporating adjustments in the contents and teaching methods to better respect diverse culture backgrounds and accommodate epidemiological differences. Methods:We selected malaria as a topic of learning and designed a case of malaria with high fever as the onset symptom based on a case at the First Affiliated Hospital of Nanjing Medical University. Traditional lecture-based classroom and flipped-classroom combined with case-based learning (CBL) were compared based on questionnaires and scores as well as the effects on the abilities of clinical thinking, communication, active learning and team work. We improved our assessment methods, for flipped classroom combined with CBL model, the final score comprised of final examination marks (paper based and computer-based exam), lab exam, lab report and the group presentation which is the most important aspect of advancement. Group presentation was divided into subcategories: the grade assigned by teacher according to the quality of the presentation, ability to distill the most important ideas of the case and the questions group use to motivate class discussion, the grade assigned by the other members of the group; the grade based on classroom participation when other groups were presenting.Results: International students were interested in this topic and were more satisfied with flipped-classroom combined with CBL. Compared to traditional lecture-based classroom, more students agreed that flipped classroom combined with CBL could help improve their initiative learning, enhance their ability of communication, promote their abilities of clinical thinking, searching literatures, presenting, team work and student-teacher interaction. The new assessment method improves students' learning enthusiasm and emphasizes the evaluation of their usual grades,