Medical education is undergoing rapid transformation, with increasing emphasis on learner-centered and integrative instructional strategies. Among these, problem-based learning (PBL), multidisciplinary treatment (MDT), and flipped classroom models have attracted growing interest in clinical teaching. Despite their individual advantages, limited evidence is available regarding the combined effectiveness of PBL, MDT, and flipped classroom approaches in cardiovascular disease education. Given the complementary strengths of these methods, this study aimed to investigate the application and educational impact of an integrated PBL–MDT–flipped classroom model in case-based instruction on acute coronary syndrome (ACS). A total of 100 undergraduate students majoring in clinical medicine at Guangzhou Medical University (aged 20–21 years) were enrolled in this study. Using a random number table, participants were allocated into two equal groups: an experimental group (n = 50), which received instruction using a combined PBL, MDT, and flipped classroom approach, and a control group (n = 50), which followed conventional teaching methods. Following completion of clinical training, both groups were assessed using theoretical examinations and practical skill evaluations. In addition, a structured questionnaire was administered to assess students’ perceptions of teaching effectiveness.
Students in the experimental group achieved significantly higher scores in both theoretical examinations and clinical skill assessments compared with those in the control group (P < 0.05). Questionnaire findings further demonstrated that the experimental group showed superior performance in learning motivation, mastery of theoretical knowledge, clinical reasoning, literature-search competence, self-directed learning, practical skills, and overall classroom satisfaction. All differences between groups were statistically significant (P < 0.05). The results indicate that integrating PBL, MDT, and flipped classroom strategies may enhance both theoretical understanding and clinical competency among undergraduate medical students studying ACS. Nevertheless, interpretation of these findings should consider the study’s limitations, including the relatively small sample size, short follow-up duration, and reliance on self-reported questionnaire data.
