Implementation of Flipped Classroom Case Learning in Diagnostic Microbiology curriculum

Background This study investigates the pedagogical effectiveness of a teaching model integrating flipped classroom (FC) with case-based learning (CBL) - termed Flipped Classroom Case Learning (FCCL) - in the experimental teaching of Diagnostic Microbiology for clinical medical students. The goal is to improve the teaching quality of experimental component of the Diagnostic Microbiology curriculum. Methods A total of 65 fourth-year clinical medical undergraduate students from South China University of Technology (2021 cohort) were enrolled and randomly assigned to one of two groups. Students in the FCCL group underwent the combined teaching method of CBL and FC, while those in the control group received traditional lecture-based teaching (LBT). Score in theoretical knowledge and case analysis skills was compared between the two groups. Additionally, student evaluations and feedback on the teaching methods were collected via a questionnaire. Results The students were allocated to either the FCCL group (n = 34) or the LBT group (n = 31). The FCCL group demonstrated superior performance, achieving significantly higher scores on assessments of theoretical knowledge and case analysis than the control group ( P  < 0.05). Additionally, satisfaction ratings were significantly higher in the FCCL group regarding the curriculum's capacity to develop clinical thinking skills and case analysis skills, emphasize the importance of interdisciplinary integration, demonstrate relevance to future practice, and illustrate the significance of interpreting antimicrobial susceptibility reports ( P  < 0.05). Conclusions The FCCL teaching method in the Diagnostic Microbiology curriculum appears to enhance students' clinical thinking skills, tends to improve their practical skills, and facilitates a deeper understanding and internalization of diagnostic knowledge. It could have potential value in their future clinical practice.