Preliminary Exploration of Random Flipped Classroom and Simulation Skills Training in Standardized Training for Ultrasound Medical Residents Under the Background of Hierarchical and Progressive Teaching

The random flipped classroom is developed from the standard flipped course. In the random flipped classroom, students engage with class content outside of class, and one student is selected to lead the class activity during class time. This study aimed to train ultrasound residents with the random flipped classroom combined with simulation skills training, which overcame the limitations of the standard flipped classroom, achieving a better clinical performance of ultrasound residents. Thirty students undergoing standardized training for resident physicians in the department of ultrasound medicine at our hospital were selected and randomly assigned to two groups. Group A entered the random flipped classroom combined with simulation skills training, while Group B received traditional teaching methods. After 2 months of training, both groups underwent theoretical and practical assessments. Subsequently, the teaching methods were switched between the groups for an additional 2 months, followed by another round of assessments. The results from both training stages were then analyzed comparatively. There were no statistically significant differences in baseline characteristics between the two groups of students. After the first stage, the theoretical and skill scores of Group A were higher than those of Group B, which were statistically significant. Following the exchange of training modes between Group A and Group B in the second stage, Group B's theoretical and skill scores showed significant improvements compared to their performance in the first stage. However, there was no significant difference in assessment scores between Group B and Group A in the second stage. Random flipped classroom and simulation skills training could effectively improve clinical performance of both theory and skills among ultrasound residents in standardized training, indicating its potential for broader implementation.