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Peer-reviewedCC BY-NC-NDBMC medical education

Evaluating the effectiveness of a MOOC-based flipped classroom approach in occupational health and occupational medicine education.

  • Haofeng Ding1
  • Huanhong Ji2,3
  • Dalei Zhang2,3
  • Huai Wang4,5
5 affiliations
  1. 1Queen Mary School, Jiangxi Medical College, Nanchang University, No. 1299 Xue Fu Avenue, Nanchang, Jiangxi, 330031, P. R. of China.
  2. 2School of Public Health, Jiangxi Medical College, Nanchang University, No. 461 Ba Yi Avenue, Nanchang, Jiangxi, 330006, P. R. of China.
  3. 3Jiangxi Provincial Key Laboratory of Disease Prevention and Public Health, Nanchang University, No. 461 Ba Yi Avenue, Nanchang, Jiangxi, 330006, P. R. of China.
  4. 4School of Public Health, Jiangxi Medical College, Nanchang University, No. 461 Ba Yi Avenue, Nanchang, Jiangxi, 330006, P. R. of China. [email protected].
  5. 5Jiangxi Provincial Key Laboratory of Disease Prevention and Public Health, Nanchang University, No. 461 Ba Yi Avenue, Nanchang, Jiangxi, 330006, P. R. of China. [email protected].
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Abstract

Background and aim

The "New Medical Science" initiative in China calls for the integration of digital technologies into medical education. This study evaluated the effectiveness of a blended learning approach, incorporating the Chinese University Massive Open Online Course (MOOC) platform and a flipped classroom model, compared to traditional lecture-based teaching in a compulsory "Occupational Health and Occupational Medicine" course.Methods

A comparative study was conducted among preventive medicine undergraduates at Nanchang University, in China. The 2016 cohort (n = 84) participated in the MOOC-based flipped classroom (intervention group), while the 2017 cohort (n = 97) received traditional lecture-based teaching (control group). The primary outcome was the final examination score. A comprehensive analysis, including test paper quality (difficulty, discrimination, reliability, validity), normality of score distributions, and between-group comparisons (t-test, multiple linear regression and chi-square test), were performed to ensure a rigorous comparison.Results

The final examination papers for both groups were of comparable quality, with appropriate difficulty and good discriminative power. Score distributions for both groups were normal. Students in the MOOC-based flipped classroom group achieved a significantly higher mean exam score (68.95 ± 8.75) than those in the traditional lecture-based teaching group (64.29 ± 12.48), a difference that was statistically significant (P = 0.005). The finding remained robust after adjusting for baseline covariates (adjusted mean difference = 3.48 points, 95% confidence interval: 0.44 to 6.53, P = 0.025). Furthermore, the pass rate (≥ 60) was significantly higher in the intervention group (85.71% vs. 72.16%, P = 0.026).Conclusion

The MOOC-based flipped classroom approach was associated with better academic performance and higher pass rates compared to traditional teaching in the course of "Occupational Health and Occupational Medicine". This model represents a promising strategy associated with enhanced medical education quality and supporting the goals of the "New Medical Science" reform.

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Cite

BibTeXRIS
BibTeX
@article{ding2026evaluating,
  title = {{Evaluating the effectiveness of a MOOC-based flipped classroom approach in occupational health and occupational medicine education.}},
  author = {Haofeng Ding and Huanhong Ji and Dalei Zhang and Huai Wang},
  journal = {BMC medical education},
  year = {2026},
  month = aug,
  doi = {10.1186/s12909-026-10110-3},
  url = {https://europepmc.org/article/MED/42972318},
  note = {CC BY-NC-ND},
}
RIS
TY  - JOUR
TI  - Evaluating the effectiveness of a MOOC-based flipped classroom approach in occupational health and occupational medicine education.
AU  - Haofeng Ding
AU  - Huanhong Ji
AU  - Dalei Zhang
AU  - Huai Wang
PY  - 2026
DA  - 2026/08/01
JO  - BMC medical education
DO  - 10.1186/s12909-026-10110-3
UR  - https://europepmc.org/article/MED/42972318
AB  - Background and aim  The "New Medical Science" initiative in China calls for the integration of digital technologies into medical education. This study evaluated the effectiveness of a blended learning approach, incorporating the Chinese University Massive Open Online Course (MOOC) platform and a flipped classroom model, compared to traditional lecture-based teaching in a compulsory "Occupational Health and Occupational Medicine" course.Methods  A comparative study was conducted among preventive medicine undergraduates at Nanchang University, in China. The 2016 cohort (n = 84) participated in the MOOC-based flipped classroom (intervention group), while the 2017 cohort (n = 97) received traditional lecture-based teaching (control group). The primary outcome was the final examination score. A comprehensive analysis, including test paper quality (difficulty, discrimination, reliability, validity), normality of score distributions, and between-group comparisons (t-test, multiple linear regression and chi-square test), were performed to ensure a rigorous comparison.Results  The final examination papers for both groups were of comparable quality, with appropriate difficulty and good discriminative power. Score distributions for both groups were normal. Students in the MOOC-based flipped classroom group achieved a significantly higher mean exam score (68.95 ± 8.75) than those in the traditional lecture-based teaching group (64.29 ± 12.48), a difference that was statistically significant (P = 0.005). The finding remained robust after adjusting for baseline covariates (adjusted mean difference = 3.48 points, 95% confidence interval: 0.44 to 6.53, P = 0.025). Furthermore, the pass rate (≥ 60) was significantly higher in the intervention group (85.71% vs. 72.16%, P = 0.026).Conclusion  The MOOC-based flipped classroom approach was associated with better academic performance and higher pass rates compared to traditional teaching in the course of "Occupational Health and Occupational Medicine". This model represents a promising strategy associated with enhanced medical education quality and supporting the goals of the "New Medical Science" reform.
SN  - 1472-6920
ER  -