Application of Flipped Classroom Combined with Case-Based Learning in Cardiac Ultrasound Teaching for Standardized Residency Training

Abstract

: The flipped classroom and case-based learning (CBL) are both novel teaching models that have garnered considerable attention in medical education. However, the effectiveness of their combined application in cardiac ultrasound teaching for standardized residency training remains to be further validated in cardiac ultrasound training. This study enrolled 60 residents who participated in cardiac ultrasound standardized training at Jiangsu Provincial Hospital (the First Affiliated Hospital of Nanjing Medical University) from January to December 2025. Participants were randomly assigned to a control group (n=30, receiving traditional lecture-based instruction) and an observation group (n=30, receiving flipped classroom combined with CBL). Both groups underwent a 4-week training period with the same group of instructors. At the conclusion of the training, learning outcomes were assessed across four dimensions: theoretical written examination, practical operation, multimedia image interpretation, and OSCE-based humanistic literacy assessment. Additionally, a Likert 5-point scale was employed to survey residents' self-reported teaching satisfaction. The results demonstrated that the observation group significantly outperformed the control group in all four assessment domains (all P<0.05), and also exhibited significantly higher scores across all six dimensions of teaching satisfaction, including learning interest, communication ability, self-learning capability, operational skills, clinical thinking, and overall satisfaction (all P<0.05). These findings indicate that the flipped classroom combined with CBL teaching model effectively enhances residents' mastery of cardiac ultrasound theoretical knowledge, operational proficiency, and clinical image interpretation skills, while simultaneously improving their learning initiative and comprehensive clinical thinking abilities. This model demonstrates favorable feasibility and promotional value in cardiac ultrasound standardized training, providing a reference for reforms in ultrasound medical education.