Implementation of case-based learning plus flipped classroom in standardized residency training for ultrasound physicians

Abstract

Objective: To evaluate the effectiveness of integrating case-based learning (CBL) with the flipped classroom approach in the standardized residency training of ultrasound physicians.

Methodology: This was a retrospective study. A total of 26 residents undergoing standardized ultrasound residency training at Baoding NO.1 Central Hospital between January to August 2024 were enrolled in this study. Participants were randomly assigned to an experimental group (n = 13) and a control group (n = 13). The experimental group received CBL and flipped classroom instruction, while the control group was taught using traditional methods. Theoretical examination scores, perceived learning outcomes and teaching satisfaction were compared between the two groups.

Results: The experimental group achieved significantly higher theoretical examination scores than the control group (P < 0.05). Participants in the experimental group also demonstrated significantly improved learning outcomes and reported higher satisfaction with the teaching methods compared with those in the control group (P < 0.05, respectively).

Conclusion: The teaching approach combining CBL and the flipped classroom model can enhance clinical reasoning, stimulate learning motivation, foster innovation and contribute to the overall effectiveness of standardized ultrasound residency training.