Journal Article

The application and effectiveness of PBL combined with MDT and flipped classroom teaching method in acute coronary syndrome education for undergraduate medical students

Lin, Yuhui, He, Xiaoqing, Tan, Wenpeng, Dai, Wenjun, Xu, Yunhong

2025

Overview

Background The development of medical education is rapidly evolving, with innovative teaching methods such as problem-based learning (PBL) and multidisciplinary treatment (MDT) combined with flipped classroom approaches gaining increasing attention in clinical medical education. However, the actual effectiveness of PBL combined with MDT and flipped classroom methods in the teaching of cardiovascular diseases has not been well studied. Considering that these which includedteaching methods can complement each other, this study explores the application and effectiveness of PBL combined with MDT and flipped classroom teaching method in the case-based teaching of acute coronary syndrome. Methods A total of 100 undergraduate clinical medicine students aged 20–21 years from Guangzhou Medical University were selected as research participants. They were randomly divided into two groups via a random number table: the experimental group (PBL combined with MDT and flipped classroom teaching), which included 50 students, and the control group (traditional teaching methods), which also included 50 students. After the clinical training, the theoretical examination scores and skill assessment results of the two groups were compared, and a questionnaire survey was conducted to evaluate teaching effectiveness. Results The theoretical examination scores and skill assessment results of the experimental group were significantly better than those of the control group ( P  < 0.05). The questionnaire survey revealed that the students in the experimental group outperformed those in the traditional teaching group in terms of learning motivation, theoretical learning outcomes, clinical thinking ability, literature retrieval skills, self-directed learning ability, practical ability, and classroom satisfaction, with statistically significant differences ( P  < 0.05). Conclusion The findings of this study suggest that the integration of PBL, MDT, and the flipped classroom teaching method may have a positive impact on the theoretical knowledge and clinical skills of undergraduate medical students in the context of acute coronary syndrome (ACS). However, due to the study’s limited sample size, short-term assessment period, and reliance on self-reported data, these results should be interpreted with caution.

• Publisher: BioMed Central,BioMed Central Ltd,Springer Nature B.V,BMC
• Subject: Academic Libraries / Active Learning / Acute coronary syndrome / Acute Coronary Syndrome - therapy / Acute coronary syndromes / Cardiology / China / Classroom Communication / Clinical Competence / Clinical medicine / Collaboration / Competency Based Education / Control Groups / Cooperating Teachers / Decision making / Didacticism / Education / Education, Medical, Undergraduate - methods / Educational aspects / Educational Measurement / Educational Needs / Educational objectives / Educational Strategies / Evaluation / Experimental Groups / Female / Flipped classroom / Humans / Independent study / Instructional Materials / Internal medicine / Knowledge acquisition / Leadership Role / Learner Engagement / Learning Processes / Learning Strategies / Lesson Plans / Male / MDT / Medical diagnosis / Medical Education / Medical students / Methods / Molecular Biology / Online Searching / Outcomes of Education / Participative Decision Making / Pathophysiology / Patients / PBL / Problem based learning / Problem-Based Learning - methods / Psychological aspects / Self study / Student Development / Students / Students, Medical / Surveys and Questionnaires / Teachers / Teaching / Teaching methods / Theory of Medicine/Bioethics / Young Adult