Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship

Table 2 Comparison of students’ perspectives and self-perceived competence between TG and CG

Items	TG	CG	P value^a
Learning motivation	3.5 ± 0.6	4.4 ± 0.6	0.000
Understanding the course	4.0 ± 0.6	4.2 ± 0.6	0.026
Student-teacher interaction	3.0 ± 0.5	4.5 ± 0.6	0.000
Occupies too much spare time	3.3 ± 0.5	4.2 ± 0.6	0.000
Final examination	3.5 ± 0.7	4.2 ± 0.6	0.000
Communication ability	3.5 ± 0.6	4.4 ± 0.7	0.000
Clinical thinking ability	3.4 ± 0.6	4.3 ± 0.5	0.000
Self-learning ability	3.1 ± 0.8	4.3 ± 0.6	0.000
Teamwork ability	2.9 ± 0.6	4.6 ± 0.6	0.000
Knowledge acquisition ability	3.5 ± 0.6	4.5 ± 0.7	0.000
Presentation and expression ability	3.5 ± 0.6	4.3 ± 0.5	0.000

TG traditional lecture-based classroom group, CG combination group of flipped classroom with problem-based learning
According to the degree of improvement, scores were divided into 5 grades, from 1 point (poor) to 5 points (excellent)
^aThe two groups were compared using independent samples t test

ISSN: 1472-6920