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. 2019 Jul 30;19:290. doi: 10.1186/s12909-019-1714-8

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© The Author(s). 2019

Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

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Fig. 2 — Mean scores of pre- and post-quiz in TG (N = 37) and CG (N = 37). (a). Comparison of mean pre- and post-quiz total score between TG and CG. (b). Comparison of mean pre- and post-quiz score on basic theoretical knowledge and clinical case analysis between TG and CG, respectively. TG: traditional lecture-based classroom group, CG: combination group of flipped classroom with problem-based learning. Data are presented as the means ± standard deviation (SD); ** p < 0.001 post-quiz vs. pre-quiz, ^## p < 0.001 CG vs. TG, and NS: no significant difference