Reference significance of the teaching model of flipped classroom combined with group learning in the course of biostatistics in Duke University

This article summarizes the experience in the teaching model of flipped classroom combined with group learning in the course of biostatistics in Duke University and discusses the application of this teaching model in universities and colleges in China. The study results show that this teaching model introduces group learning in flipped classroom to develop continuous peer-assisted learning. Meanwhile, this teaching model follows the process of knowledge internalization and designs four successive steps of individual readiness assessment, team readiness assessment, mini-lectures, and application activity, in order to strengthen the understanding and practical application of key points. This teaching model also establishes a transparent mechanism for individual and curriculum evaluation and feedback collection to find and solve the issues in this course. These teaching experiences provide a good reference for the application of flipped classroom in large-class teaching in China. Key words: Flipped classroom; Group learning; Biostatistics course