Different perceptions of international MBBS students to flipped classroom model in comparison with native Chinese students in the Biochemistry module

Authors: Xiao Wei, Maria Bibi, Jun Du

Abstract: In the past few decades, more and more international students have been studying in Chinese medical universities. This study aimed to examine the satisfaction of international Bachelor of Medicine & Bachelor of Surgery (MBBS) students in the 'flipped classroom' for medical courses and to analyze their perception in comparison to native Chinese students. The course chosen to evaluate the flipped classroom model (FCM) for students was Biochemistry. Seventy-seven second-year MBBS students and one hundred and seven Chinese students participated in the study module. Pre-class material was provided to study before class, while the in-class session included a pre-quiz, interactive lectures, and group discussions. A self-administered questionnaire was filled out by the students to check their perception named as FCM-perceived goals questionnaire (FCM-PGQ). Compared with Chinese group, which shows a positive response is 63.83%, 74.65% of international students show positive response and are more satisfied with FCM than Chinese students (p < 0.05). This teaching model provided them benefits in cognitive effectiveness (78.4%), acquisition of student skills (76.2%), obtaining an advanced learning environment (76.7%), and better self-assessment & course evaluation/satisfaction (66.3%). It is noteworthy that one of the differences between international and Chinese students is their attitude toward time management of FCM. Chinese students think that the period taken by FCM is suitable, while international students think that FCM is a time-consuming method (p < 0.05). Although it takes more time to fulfill the learning needs of international students, FCM would be more helpful for international MBBS students in the Biochemistry course than for Chinese students.

Pages: 113-117

DOI: 10.46300/9109.2023.17.12

International Journal of Education and Information Technologies, E-ISSN: 2074-1316, Volume 17, 2023, Art. #12