{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,16]],"date-time":"2025-12-16T05:21:12Z","timestamp":1765862472420,"version":"3.48.0"},"reference-count":35,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2025,12,16]],"date-time":"2025-12-16T00:00:00Z","timestamp":1765843200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Med."],"abstract":"<jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>This study aimed to design and implement a \u201cSPOC (Small Private Online Course) + flipped classroom\u201d teaching model for Infectious Diseases, and to evaluate its effectiveness in improving students\u2019 academic performance, clinical practical ability, and teaching satisfaction, so as to provide a scientific practical reference for the teaching reform of Infectious Diseases.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      A total of 361 five-year clinical medicine students (2018 and 2019 grades) from Chongqing Medical University were selected as the research objects. They were randomly divided into an experimental group (\n                      <jats:italic>n<\/jats:italic>\n                      = 61) receiving SPOC-blended flipped classroom teaching and a control group (\n                      <jats:italic>n<\/jats:italic>\n                      = 300) receiving traditional Lecture-Based Learning (LBL) teaching. There were no significant differences in baseline data between the two groups (\n                      <jats:italic>P<\/jats:italic>\n                      &amp;gt; 0.05), indicating comparability. The two groups had the same teaching content, teaching hours, and teaching staff. After the course, the academic performance [final theoretical examination and Objective Structured Clinical Examination (OSCE)] and teaching satisfaction of the two groups were compared.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      The scores of the final theoretical examination (81.7 \u00b1 6.64 vs. 77.2 \u00b1 6.13,\n                      <jats:italic>P<\/jats:italic>\n                      &amp;lt; 0.001) and OSCE (83.8 \u00b1 4.53 vs. 79.9 \u00b1 6.29,\n                      <jats:italic>P<\/jats:italic>\n                      &amp;lt; 0.001) in the experimental group were significantly higher than those in the control group. In terms of teaching satisfaction, the scores of the experimental group in all dimensions, including \u201cpracticality of teaching content\u201d (4.4 \u00b1 0.5 vs. 3.1 \u00b1 0.6,\n                      <jats:italic>P<\/jats:italic>\n                      &amp;lt; 0.001), \u201cattractiveness of teaching methods\u201d (4.6 \u00b1 0.4 vs. 3.0 \u00b1 0.7,\n                      <jats:italic>P<\/jats:italic>\n                      &amp;lt; 0.001), \u201ceffect of ability improvement\u201d (4.5 \u00b1 0.5 vs. 3.2 \u00b1 0.6,\n                      <jats:italic>P<\/jats:italic>\n                      &amp;lt; 0.001), and the total score (4.5 \u00b1 0.4 vs. 3.2 \u00b1 0.6,\n                      <jats:italic>P<\/jats:italic>\n                      &amp;lt; 0.001), were significantly higher than those in the control group.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The \u201cSPOC + flipped classroom\u201d teaching model can effectively improve the academic performance, clinical practical ability, and teaching satisfaction of clinical medicine students in Infectious Diseases learning. It provides a feasible practical path for the teaching reform of Infectious Diseases and a replicable paradigm for mixed teaching in other medical courses.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fmed.2025.1702681","type":"journal-article","created":{"date-parts":[[2025,12,16]],"date-time":"2025-12-16T05:17:47Z","timestamp":1765862267000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["SPOC (Small Private Online Course)-infused flipped classroom: a promising approach to address knowledge lag and practice gaps in infectious diseases teaching"],"prefix":"10.3389","volume":"12","author":[{"given":"Xiaohao","family":"Wang","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Tiantian","family":"Li","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Dazhi","family":"Zhang","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Dachuan","family":"Cai","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Hu","family":"Li","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Shan","family":"Zhong","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1965","published-online":{"date-parts":[[2025,12,16]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"139","DOI":"10.1007\/s15010-024-02332-8","article-title":"Innovative teaching in infection prevention and control and infectious diseases education: testing and investigation of student perceptions.","volume":"53","author":"Kaba","year":"2025","journal-title":"Infection."},{"key":"B2","doi-asserted-by":"publisher","first-page":"E186","DOI":"10.1503\/cmaj.202400","article-title":"A systematic review of evidence-based practices for clinical education and health care delivery in the clinical teaching unit.","volume":"194","author":"Tang","year":"2022","journal-title":"CMAJ."},{"key":"B3","doi-asserted-by":"publisher","first-page":"430","DOI":"10.1093\/cid\/ciae204","article-title":"Waning interest in infectious diseases among trainees: is medicine pulling the goalie?","volume":"79","author":"Sakoulas","year":"2024","journal-title":"Clin Infect Dis."},{"key":"B4","doi-asserted-by":"publisher","first-page":"361","DOI":"10.1186\/s12909-022-03431-6","article-title":"Blended teaching of medical ethics during COVID-19: practice and reflection.","volume":"22","author":"Chen","year":"2022","journal-title":"BMC Med Educ."},{"key":"B5","doi-asserted-by":"publisher","first-page":"3169","DOI":"10.1080\/09593985.2021.1941457","article-title":"Flipped classroom versus traditional teaching methods within musculoskeletal physical therapy: a case report.","volume":"38","author":"Wassinger","year":"2022","journal-title":"Physiother Theory Pract."},{"key":"B6","doi-asserted-by":"publisher","first-page":"996294","DOI":"10.3389\/fpsyg.2022.996294","article-title":"Flipped classroom: challenges and benefits of using social media in English language teaching and learning.","volume":"13","author":"Han","year":"2022","journal-title":"Front Psychol."},{"key":"B7","doi-asserted-by":"publisher","first-page":"15201","DOI":"10.1038\/s41598-024-66214-7","article-title":"Research on the influencing factors of promoting flipped classroom teaching based on the integrated UTAUT model and learning engagement theory.","volume":"14","author":"Pan","year":"2024","journal-title":"Sci Rep."},{"key":"B8","doi-asserted-by":"publisher","first-page":"1053","DOI":"10.1097\/ACM.0000000000005238","article-title":"Flipped classroom case learning vs traditional lecture-based learning in medical school ophthalmology education: a randomized trial.","volume":"98","author":"Chan","year":"2023","journal-title":"Acad Med."},{"key":"B9","doi-asserted-by":"publisher","first-page":"1086","DOI":"10.1002\/ase.2207","article-title":"Flipped anatomy classroom integrating multimodal digital resources shows positive influence upon students\u2019 experience and learning performance.","volume":"15","author":"Xiao","year":"2022","journal-title":"Anat Sci Educ."},{"key":"B10","doi-asserted-by":"publisher","first-page":"5","DOI":"10.3352\/jeehp.2022.19.5","article-title":"Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation.","volume":"19","author":"Tomesko","year":"2022","journal-title":"J Educ Eval Health Prof."},{"key":"B11","doi-asserted-by":"publisher","first-page":"1542","DOI":"10.1186\/s12909-024-06579-5","article-title":"The effects of \u2018small private online course + flipped classroom\u2019 teaching on job competency of nuclear medicine training trainees.","volume":"24","author":"Wang","year":"2024","journal-title":"BMC Med Educ."},{"key":"B12","doi-asserted-by":"publisher","first-page":"540","DOI":"10.1186\/s12909-021-02980-6","article-title":"Effects of modified BOPPPS-based SPOC and Flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19.","volume":"21","author":"Wang","year":"2021","journal-title":"BMC Med Educ."},{"key":"B13","doi-asserted-by":"publisher","first-page":"375","DOI":"10.1038\/s41598-023-50580-9","article-title":"The application and influence of Small Private Online Course&quot; based on flipped classroom teaching model in the course of fundamental operations in surgery in China.","volume":"14","author":"Zhou","year":"2024","journal-title":"Sci Rep."},{"key":"B14","doi-asserted-by":"publisher","first-page":"1751","DOI":"10.1007\/s40670-021-01384-x","article-title":"Internal medicine clerkship ID curriculum flip: will they prefer to pre-learn?","volume":"31","author":"Newman","year":"2021","journal-title":"Med Sci Educ."},{"key":"B15","doi-asserted-by":"publisher","first-page":"e0254478","DOI":"10.1371\/journal.pone.0254478","article-title":"Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill.","volume":"16","author":"Lau","year":"2021","journal-title":"PLoS One."},{"key":"B16","doi-asserted-by":"publisher","first-page":"1040","DOI":"10.1186\/s12913-024-11525-8","article-title":"Iranian experts\u2019 perspectives on facilitators and barriers influencing the infectious disease knowledge network: a qualitative study.","volume":"24","author":"Mahami-Oskouei","year":"2024","journal-title":"BMC Health Serv Res."},{"key":"B17","doi-asserted-by":"publisher","first-page":"e0274771","DOI":"10.1371\/journal.pone.0274771","article-title":"Knowledge transfer of eLearning objects: lessons learned from an intercontinental capacity building project.","volume":"17","author":"Lim","year":"2022","journal-title":"PLoS One."},{"key":"B18","doi-asserted-by":"publisher","first-page":"ofad463","DOI":"10.1093\/ofid\/ofad463","article-title":"Complexity of infectious diseases compared with other medical subspecialties.","volume":"10","author":"Grundy","year":"2023","journal-title":"Open Forum Infect Dis."},{"key":"B19","doi-asserted-by":"publisher","first-page":"1076013","DOI":"10.3389\/fpsyg.2022.1076013","article-title":"How data knowledge transformation affects teachers\u2019 precision teaching ability: the mediating effect of data consciousness.","volume":"13","author":"Tao","year":"2022","journal-title":"Front Psychol."},{"key":"B20","doi-asserted-by":"publisher","first-page":"473","DOI":"10.1186\/s12909-020-02387-9","article-title":"Effectiveness of clinical scenario dramas to teach doctor-patient relationship and communication skills.","volume":"20","author":"Jiang","year":"2020","journal-title":"BMC Med Educ."},{"key":"B21","doi-asserted-by":"publisher","first-page":"e70179","DOI":"10.1002\/hsr2.70179","article-title":"The effect of scenario-based group discussion training on the nursing students\u2019 creativity: a randomized educational controlled trial.","volume":"7","author":"Moghadam","year":"2024","journal-title":"Health Sci Rep."},{"key":"B22","doi-asserted-by":"publisher","first-page":"78","DOI":"10.4103\/ijabmr.ijabmr_431_23","article-title":"Effectiveness of scenario-based roleplay as a method of teaching soft skills for undergraduate medical students.","volume":"14","author":"Lavanya","year":"2024","journal-title":"Int J Appl Basic Med Res."},{"key":"B23","doi-asserted-by":"publisher","first-page":"e0267096","DOI":"10.1371\/journal.pone.0267096","article-title":"Effect of flipped classroom approach in the teaching of a hematology course.","volume":"17","author":"Qutob","year":"2022","journal-title":"PLoS One."},{"key":"B24","doi-asserted-by":"publisher","first-page":"938426","DOI":"10.3389\/fpsyg.2022.938426","article-title":"The influence of &quot;small private online course + flipped classroom&quot; teaching on physical education students\u2019 learning motivation from the perspective of self-determination theory.","volume":"13","author":"Hu","year":"2022","journal-title":"Front Psychol."},{"key":"B25","doi-asserted-by":"publisher","first-page":"e0307382","DOI":"10.1371\/journal.pone.0307382","article-title":"Improving student engagement with a flipped classroom instruction model in Ethiopian higher education institutions: the case of Mattu University.","volume":"19","author":"Faro","year":"2024","journal-title":"PLoS One."},{"key":"B26","doi-asserted-by":"publisher","first-page":"233","DOI":"10.1186\/s12909-023-04166-8","article-title":"Examining the effects of student-centered flipped classroom in physiology education.","volume":"23","author":"Lu","year":"2023","journal-title":"BMC Med Educ."},{"key":"B27","doi-asserted-by":"publisher","first-page":"345","DOI":"10.1152\/advan.00143.2018","article-title":"A flipped classroom method based on a small private online course in physiology.","volume":"43","author":"Zhang","year":"2019","journal-title":"Adv Physiol Educ."},{"key":"B28","doi-asserted-by":"publisher","first-page":"755","DOI":"10.1177\/09287329241290319","article-title":"The application of flipped classroom teaching model combining scientific research expansion in the teaching of thoracic surgery.","volume":"33","author":"Liang","year":"2025","journal-title":"Technol Health Care."},{"key":"B29","doi-asserted-by":"publisher","first-page":"e60757","DOI":"10.2196\/60757","article-title":"The flipped classroom in medical education: systematic review and meta-analysis.","volume":"27","author":"Spaic","year":"2025","journal-title":"J Med Internet Res."},{"key":"B30","doi-asserted-by":"publisher","first-page":"75","DOI":"10.1186\/s12909-020-1991-2","article-title":"Existing contradictions and suggestions: flipped classroom in radiology courses of musculoskeletal disease under Chinese medical educational mode from medical imaging student perspective.","volume":"20","author":"Wu","year":"2020","journal-title":"BMC Med Educ."},{"key":"B31","doi-asserted-by":"publisher","first-page":"101447","DOI":"10.1016\/j.ajpe.2025.101447","article-title":"Changes in advanced pharmacy practice experience students\u2019 clinical interventions before, during, and after COVID-19.","volume":"89","author":"Janes","year":"2025","journal-title":"Am J Pharm Educ."},{"key":"B32","doi-asserted-by":"publisher","first-page":"598","DOI":"10.1186\/s12909-021-03023-w","article-title":"Clinical placement models for undergraduate health professions students: a scoping review.","volume":"21","author":"Nyoni","year":"2021","journal-title":"BMC Med Educ."},{"key":"B33","doi-asserted-by":"publisher","first-page":"2013405","DOI":"10.1080\/10872981.2021.2013405","article-title":"The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective structured clinical examinations (OSCE).","volume":"27","author":"Zhang","year":"2022","journal-title":"Med Educ Online."},{"key":"B34","doi-asserted-by":"publisher","first-page":"655","DOI":"10.1186\/s12909-025-07246-z","article-title":"Application of BOPPPS and flipped classroom joint teaching model into clinical practice ability of obstetrics and gynecology residents in standardized training.","volume":"25","author":"Wei","year":"2025","journal-title":"BMC Med Educ."},{"key":"B35","doi-asserted-by":"publisher","first-page":"950106","DOI":"10.3389\/fpubh.2022.950106","article-title":"Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains.","volume":"10","author":"Sun","year":"2022","journal-title":"Front Public Health."}],"container-title":["Frontiers in Medicine"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fmed.2025.1702681\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,12,16]],"date-time":"2025-12-16T05:17:48Z","timestamp":1765862268000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fmed.2025.1702681\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,12,16]]},"references-count":35,"alternative-id":["10.3389\/fmed.2025.1702681"],"URL":"https:\/\/doi.org\/10.3389\/fmed.2025.1702681","relation":{},"ISSN":["2296-858X"],"issn-type":[{"value":"2296-858X","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,12,16]]},"article-number":"1702681"}}