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已发表论文
麻醉学中的持续翻转课堂：提升八年制学生的学习成果及麻醉学专业选择意愿
Authors Hu ZL , Hu YZ, Gao ZJ, Luo YW, Ou P, Luo C, Cui YH, Luo RY
Received 23 September 2025
Accepted for publication 13 December 2025
Published 20 December 2025 Volume 2025:16 Pages 2349—2358
DOI https://doi.org/10.2147/AMEP.S569669
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 3
Editor who approved publication: Prof. Dr. Balakrishnan Nair
Zhao-Lan Hu,1,2 Yue-Zi Hu,3 Zi-Jing Gao,1,2 Yan-Wei Luo,4 Peng Ou,1,2 Cong Luo,1,2 Yan-Hui Cui,5 Ru-Yi Luo1,2
1Department of Anesthesiology, The Second Xiangya Hospital, Central South University, Changsha, Hunan, 410011, People’s Republic of China; 2Anesthesia Medical Research Center, Central South University, Changsha, Hunan, 410011, People’s Republic of China; 3Clinical Laboratory, The Second Hospital of Hunan University of Chinese Medicine, Changsha, People’s Republic of China; 4Department of Blood Transfusion, The Third Xiangya Hospital of Central South University, Changsha, People’s Republic of China; 5Department of Anatomy and Neurobiology, Xiangya School of Basic Medical Science, Central South University, Changsha, Hunan, 410013, People’s Republic of China
Correspondence: Yan-Hui Cui, Email cuiyanhui@csu.edu.cn Ru-Yi Luo, Email luoruyi@csu.edu.cn
Background: The flipped classroom (FC) is increasingly used in medical education, but the impact of a continuous FC strategy on anesthesiology learning and career choice in eight-year medical program students remains unclear.
Methods: In a randomized trial, 200 students received either continuous FC (n=100) or traditional (n=100) anesthesiology instruction. Outcomes included final exam scores, survey-assessed satisfaction, active learning, critical thinking, and post-course specialty selection. Mediation analysis evaluated how a weighted composite of these scores influenced anesthesiology major selection.
Results: The continuous FC group demonstrated significantly higher final exam scores, satisfaction, and active learning levels (all P < 0.05). Most importantly, students in the FC group were 21.77 times more likely to choose anesthesiology as their specialty than those in the control group (OR = 21.77, 95% CI: 1.79– 264.83, P = 0.016). Mediation analysis indicated that 44.13% of the total effect of the FC intervention on specialty choice was mediated by improvements in the weighted composite score (indirect effect: β = 0.059, 95% CI: 0.024– 0.102, P = 0.005).
Conclusion: The continuous FC approach enhances learning outcomes, fosters essential skills, and significantly increases the selection of anesthesiology as a specialty. This demonstrates its substantial positive impact and potential value in addressing specialty shortages in medical education.
Keywords: flipped classroom, anesthesiology, major choice, teaching quality, eight-year program students
1Department of Anesthesiology, The Second Xiangya Hospital, Central South University, Changsha, Hunan, 410011, People’s Republic of China; 2Anesthesia Medical Research Center, Central South University, Changsha, Hunan, 410011, People’s Republic of China; 3Clinical Laboratory, The Second Hospital of Hunan University of Chinese Medicine, Changsha, People’s Republic of China; 4Department of Blood Transfusion, The Third Xiangya Hospital of Central South University, Changsha, People’s Republic of China; 5Department of Anatomy and Neurobiology, Xiangya School of Basic Medical Science, Central South University, Changsha, Hunan, 410013, People’s Republic of China
Correspondence: Yan-Hui Cui, Email cuiyanhui@csu.edu.cn Ru-Yi Luo, Email luoruyi@csu.edu.cn
Background: The flipped classroom (FC) is increasingly used in medical education, but the impact of a continuous FC strategy on anesthesiology learning and career choice in eight-year medical program students remains unclear.
Methods: In a randomized trial, 200 students received either continuous FC (n=100) or traditional (n=100) anesthesiology instruction. Outcomes included final exam scores, survey-assessed satisfaction, active learning, critical thinking, and post-course specialty selection. Mediation analysis evaluated how a weighted composite of these scores influenced anesthesiology major selection.
Results: The continuous FC group demonstrated significantly higher final exam scores, satisfaction, and active learning levels (all P < 0.05). Most importantly, students in the FC group were 21.77 times more likely to choose anesthesiology as their specialty than those in the control group (OR = 21.77, 95% CI: 1.79– 264.83, P = 0.016). Mediation analysis indicated that 44.13% of the total effect of the FC intervention on specialty choice was mediated by improvements in the weighted composite score (indirect effect: β = 0.059, 95% CI: 0.024– 0.102, P = 0.005).
Conclusion: The continuous FC approach enhances learning outcomes, fosters essential skills, and significantly increases the selection of anesthesiology as a specialty. This demonstrates its substantial positive impact and potential value in addressing specialty shortages in medical education.
Keywords: flipped classroom, anesthesiology, major choice, teaching quality, eight-year program students