Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course

Problem-based learning (PBL) is an effective method to develop problem analysis and solving ability for students, and Seminar teaching focuses on critical thinking and interpersonal communication skill training through assigned questions and issues discussion. Immunology is an important compulsory course for medical and most biology-major undergraduates. In this study, we introduced both PBL and Seminar approaches (PBL-Seminar) into the flipped classroom teaching of an immunology course. In pre-class phase, students completed self-directed learning mainly via self-built micro-course materials and formed different learning groups for presentation preparation according to the selected Seminar topics. In the classroom, the teacher and students fully discussed the assigned topic based on group presentation. Furthermore, a series of evaluations were conducted by the teacher and students after class, and questionnaires were distributed to the students for the PBL-Seminar experience investigation using a 5-point Likert scale. The responses indicated the effectiveness of PBL-Seminar teaching model, which enhanced student’s comprehensive ability to solve complex problems. This teaching model solved the problem of the inadequacy of classroom hours efficiently, transformed teacher-centered model to student-centered model and eventually promoted both teachers’ and students’ long-term development. This study also provides a new theoretical basis for the teaching reform of immunology course.