JCNRJournal of Clinical and Nursing Research2208-36852208-3693Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcnr.v10i6.15566ArticleResearch on Flipped Classroom Teaching Mode Combining Evidence-based Medicine with Case Teachinghttps://artdesignp.com/journal/JCNR/10/6/10.26689/jcnr.v10i6.15566LiuHuiping,LiXinru,ZhouLibo,LiuMiao,ChuMinghui20261062026-06-30Objective: This research aims to explore the pedagogical impact of the flipped classroom methodology informed by Evidence - Based Medicine (EBM) and Case-Based Learning (CBL) on the clinical education of students specializing in oral mucosal diseases. The primary goal is to improve the overall clinical practical skills of dental students. Methods: A total of 184 interns from the Department of Periodontal Mucosal Diseases at the Stomatology College of Jiamusi University, who were enrolled in a five-year undergraduate program in oral medicine from May 2020 to September 2022, participated in the study. The interns were randomly assigned to either the control group, which received traditional teaching methods, or the experimental group, which experienced a flipped classroom model based on Evidence - Based Medicine (EBM) and Case - Based Learning (CBL). The effectiveness of the teaching methods was assessed at the end of the internship through theoretical examinations and questionnaire surveys, among other evaluation techniques. Results: The findings of the evaluation of teaching quality, the theoretical knowledge, clinical practice skills, and case analysis scores of the experimental group were 86.18 ± 6.62, 86.53 ± 6.86, and 87.10 ± 6.82, respectively. These values were significantly higher than those of the control group (79.71 ± 7.95, 72.52 ± 9.26, and 71.91 ± 9.04); students’ overall quality and course satisfaction were statistically significant (p < 0.05) when compared to the control group. Conclusion: The flipped classroom teaching model based on Evidence-Based Medicine (EBM) and Case - Based Learning (CBL) effectively leverages the strengths of both methodologies. This combination not only improves traditional teaching methods, ignites students’ enthusiasm for learning, and fosters innovative thinking, but also contributes positively to enhancing clinical practical skills. Overall, this educational approach significantly benefits the clinical training of periodontal mucosal diseases, increasing teaching effectiveness and satisfaction for both educators and students.

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