Yingzi Wang

Objective To investigate the application effect of case teaching method combined with flipped classroom model in teaching activities of renal pathology. Methods Fifty students interned in the Department of Pathology of our hospital were selected as research subjects, and the time interval of the selected cases was set from January 2022 to January 2024, and the research subjects were grouped into groups with reference to the method of randomized numerical table, in which there were 25 control groups and 25 observation groups. The control group received regular teaching methods, and the observation group used the case teaching method combined with the flipped classroom model, both groups continued to teach for 8 weeks, and the indicators of the students in the two groups were compared and counted. Results After the teaching, the theoretical examination results of the observation group were significantly higher than those of the control group; at the same time, the recognition of the improvement of learning interest, learning efficiency, independent learning ability and problem solving ability of the observation group was higher than that of the control group; in addition, the observation group had a higher degree of satisfaction with the teaching than the control group, with a p-value of <0.05. Conclusion Adopting the case-based teaching method combined with the flipped classroom mode in the teaching of nephroptology is conducive to the improvement of theoretical examination results, the improvement of independent learning ability and problem solving ability of the observation group. The use of case teaching method combined with flipped classroom in the teaching activities of renal pathology is conducive to the improvement of the theoretical examination results, the enhancement of the students' recognition of the teaching effect and their satisfaction with the teaching method.

case-based approach; flipped classroom; renal pathology

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