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Nghia, T. L. H. (2017). What Hinders Teachers from Translating Their Beliefs into Teaching Behaviors: The Case of Teaching Generic Skills in Vietnamese Universities. Teaching and Teacher Education, 64, 105-114.
https://doi.org/10.1016/j.tate.2017.02.003

has been cited by the following article:

• TITLE: Application of Flipped Classroom Teaching Model in Case Teaching for Professional Degree Postgraduates of Stomatology

  AUTHORS: Min Deng, Li Ma, Shufang Li, Mingyi Zhu, Xiaohua Wang, Haibo Chen

  KEYWORDS: Stomatology, Professional Degree Postgraduate, Case Teaching, Flipped Classroom, Clinical Thinking Ability

  JOURNAL NAME: Creative Education, Vol.13 No.11, November 8, 2022

  ABSTRACT: Objective:To explore the application effect of the flipped classroom teaching model in case teaching for professional degree postgraduates majoring in stomatology. Methods: A total of 68 first-year professional degree postgraduates of stomatology in a medical college were selected and randomly divided into two groups. The traditional teaching mode was used in the control group, and the test group selected the mixed teaching mode of case teaching + flipped classroom. After the course, two groups of students were evaluated for teaching effect. Results: Compared with the traditional teaching mode, the students in the experimental group scored higher in the theoretical assessment of clinical thinking ability (P P Conclusions: The flipped classroom teaching model has been tried in the case teaching of professional degree postgraduates of stomatology, which has achieved a good teaching effect and can be widely used.