Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship

Table 3 Comparison of students’ satisfaction survey between TG and CG

Items	Degree of Satisfaction		χ2	P value^a
Items	TG	CG	χ2	P value^a
Learning motivation	51.4%	97.3%	18.128	0.000
Understanding the course	81.1%	94.6%	2.024	0.155
Student-teacher interaction	10.8%	97.3%	52.290	0.000
Occupies too much spare time	35.1%	89.2%	20.741	0.000
Final examination	54.1%	91.9%	11.580	0.000
Communication ability	56.8%	89.1%	8.291	0.000
Clinical thinking ability	45.9%	97.3%	21.542	0.000
Self-learning ability	32.4%	91.9%	25.337	0.000
Teamwork ability	13.5%	97.3%	49.224	0.000
Knowledge acquisition ability	54.1%	91.9%	9.574	0.002
Presentation and expression ability	56.8%	97.3%	14.968	0.000

TG traditional lecture-based classroom group, CG combination group of flipped classroom with problem-based learning
According to the degree of improvement, scores were divided into 5 grades, from 1 point (poor) to 5 points (excellent). The scores were classified, of which greater than or equal to four points was defined as satisfactory
^aThe two groups were compared using the chi-square test

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