Summary of Yang et al. (2024)

 Background & Existing Knowledge
International students often face barriers in traditional medical education settings. Combining flipped classroom (FC) and case-based learning(CBL)may address these challenges.

New Insights from This Study
✔ CBL + FC improved active learning and critical thinking.
✔ Students gained confidence in problem-solving and collaboration.
✔ Flipped format fostered satisfaction and independent learning.

Practical Applications: How Educators Can Use This Research

Pedagogical Reform
📌 Replace passive lectures with flipped, case-based discussions.
📌 Scaffold content with pre-class resources and in-class application.
📌 Encourage clinical relevance in case selection.

Support International Learners
📌 Promote language accessibility and cultural inclusivity.
📌 Track growth in critical thinking via structured assessment.
📌 Use group collaboration to balance skill differences.

Innovation Culture
📌 Build teacher capacity for blended learning.
📌 Evaluate digital tools and learning analytics.
📌 Align with global medical education standards.

Conclusion
Flipped, case-based learning supports active learning and critical thinking for international students—enhancing equity and global readiness.

Key Words
flipped classroom, case-based learning, international students, active learning, critical thinking

Reference
Yang, W., Zhang, X., Chen, X., Lu, J., & Tian, F. (2024). Based Case-Based Learning and Flipped Classroom as a Means to Improve International Students’ Active Learning and Critical Thinking Ability. BMC Medical Education, 24, 759. https://doi.org/10.1186/s12909-024-05758-8 

Suggested Citation
Ross, E. M., & Malar, D. B. J. (2025). Active Learning and Critical Thinking. Excellent Educator, 2(10), 6.