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Context <p>In universities outside China, particularly in Western countries, flipped classrooms and case-based learning have been used to address drawbacks of traditional teaching. Yet, in China, these models are still under exploration.</p> Aim <p>To investigate the preliminary outcomes and implementation challenges of implementing the flipped classroom combined with CBL teaching model.</p> Methods <p>The study was conducted at the Department of Nuclear Medicine, Shengjing Hospital, China Medical University, and included pre-course study of clinical cases, in-class group presentations, and pre- and post-course teaching assessments.</p> Results <p>Results revealed a notable improvement in post-course knowledge quiz scores, suggesting promising preliminary outcomes of this integrated teaching approach in this exploratory setting.Trainees praised the participatory and enjoyable nature, fostering a relaxed learning atmosphere. However, some found the pre-course phase time-consuming.</p> Conclusion <p>This exploratory implementation suggests that the integrated model may deepen trainees’ understanding, stimulate independent learning, and improve clinical thinking. Positive feedback highlights its potential value in improving the quality and efficiency of standardized training in nuclear medicine.</p>

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Enhancing nuclear medicine residency standardization training: a comprehensive exploration of integrating a flipped classroom and case-based learning for effective instruction

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月16日

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  • Yifeng Ji,
  • Xin Zhang,
  • Xikui Han,
  • Gang Xiong,
  • Xinxin Chen,
  • Yuanyuan Lu,
  • Qian Zhang,
  • Shi Sui,
  • Zhiguang Yang,
  • Shupeng Yu,
  • Weina Xu,
  • Guoliang Zheng,
  • Wenjie Zhang,
  • Ying Liu,
  • Jun Xin

摘要

Context

In universities outside China, particularly in Western countries, flipped classrooms and case-based learning have been used to address drawbacks of traditional teaching. Yet, in China, these models are still under exploration.

Aim

To investigate the preliminary outcomes and implementation challenges of implementing the flipped classroom combined with CBL teaching model.

Methods

The study was conducted at the Department of Nuclear Medicine, Shengjing Hospital, China Medical University, and included pre-course study of clinical cases, in-class group presentations, and pre- and post-course teaching assessments.

Results

Results revealed a notable improvement in post-course knowledge quiz scores, suggesting promising preliminary outcomes of this integrated teaching approach in this exploratory setting.Trainees praised the participatory and enjoyable nature, fostering a relaxed learning atmosphere. However, some found the pre-course phase time-consuming.

Conclusion

This exploratory implementation suggests that the integrated model may deepen trainees’ understanding, stimulate independent learning, and improve clinical thinking. Positive feedback highlights its potential value in improving the quality and efficiency of standardized training in nuclear medicine.