Impact of Flipped Classroom Combined with Mini-CEX Formative Assessment on Core Competencies in Undergraduate Endocrinology Education: A Randomized Controlled Trial
Abstract
Abstract Background Traditional lecture-based instruction in undergraduate endocrinology education often falls short of cultivating the multidimensional core competencies required by modern medical curricula. Whether integrating a flipped classroom with Mini-Clinical Evaluation Exercise (Mini-CEX) formative assessment can address this gap remains unclear. Objective To evaluate the effect of a flipped classroom combined with Mini-CEX formative assessment on core competencies in undergraduate endocrinology education. Methods This single-center, prospective randomized controlled trial enrolled 120 third-year clinical medicine undergraduates between June 2024 and March 2026. Participants were randomly allocated to the intervention group (n = 60) or the control group (n = 60). The intervention group received a structured "pre-class online learning, in-class case discussion, post-class Mini-CEX assessment and feedback" cycle, while the control group received conventional lectures. Primary outcomes included theoretical examination and Objective Structured Clinical Examination (OSCE) scores. Secondary outcomes comprised Mini-CEX dimensional scores, Self-Directed Learning Readiness Scale (SDLRS) [Guglielmino, L.M. 1977. Development of the Self-Directed Learning Readiness Scale. Unpublished Doctoral Dissertation, University of Georgia. Dissertation Abstracts International, vol. 38 (11a), p. 6467] scores, Critical Thinking Disposition Inventory (CTDI-CV) scores, and teaching…
How strong is the evidence?
Evidence Hub reads this as a randomized trial, done in people. Its evidence level is 2 of 5 (High · randomized trial). Randomized trials of a reasonable size are the strongest single-study design. Reported size: 60 participants or records.
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