Volume 10,Issue 9
Application Efficacy and Practical Exploration of CBL Combined with Flipped Classroom Model in Internal Medicine Teaching
Internal Medicine is a core course bridging basic medical sciences and clinical practice. The traditional lecture‑based teaching model suffers from notable shortcomings, including a disconnect between theory and clinical application, insufficient active thinking among students, and weak training in clinical reasoning. To better align with competency‑oriented medical talent development goals, this study explores a flipped classroom practice model based on case‑based learning (CBL). Through a closed‑loop design of “pre‑class case preview → in‑class multi‑dimensional interaction → post‑class extended improvement,” combined with typical cases from multiple systems in Internal Medicine, the teaching practice was implemented. Practice has shown that this model effectively stimulates students’ learning interest, strengthens clinical reasoning and self‑directed learning abilities, facilitates the translation of theoretical knowledge into clinical practice, and improves teaching satisfaction. It provides a replicable practical approach for the reform of Internal Medicine practical teaching and offers a useful reference for medical educators.
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