Transforming Clinical Skills Teaching with a Flipped Classroom and Problem-Based Learning Hybrid Approach

Juntong Liu

doi:10.62177/jetp.v2i4.904

Authors

Juntong Liu Liaoning University of Traditional Chinese Medicine

DOI:

https://doi.org/10.62177/jetp.v2i4.904

Keywords:

Flipped Classroom, Problem-Based Learning, Clinical Skills, Teaching Reform, Medical Education, Interactive Learning

Abstract

The enhancement of clinical skills teaching quality is pivotal for cultivating competent medical professionals. Confronting the limitations of traditional lecture-based methods in fostering student initiative and clinical reasoning, this study proposes and explores a novel multidimensional interaction model that integrates the Flipped Classroom (FC) and Problem-Based Learning (PBL) approaches. The model is structured around three core phases: pre-class knowledge acquisition via digital platforms, in-class PBL sessions for knowledge internalization and clinical application, and post-class reflection and consolidation. This framework facilitates a fundamental shift in educational roles, positioning the teacher as a guide and the student as an active learner. Preliminary application within a clinical skills course demonstrates that the model effectively stimulates student engagement, improves autonomous learning capabilities, strengthens teamwork and communication skills, and deepens the integration of professional values and ethical practice. This FC-PBL integrated model presents a viable and effective pathway for innovating clinical skills training in medical education.

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