Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course

Nan Zhang; Shigan Yan; Lujiang Hao; Leilei An; Jing Zhang; Liping Zhu; Chun-Yang Li

doi:doi:10.11648/j.sjedu.20251305.11

Research Article |

| Peer-Reviewed

Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course

Nan Zhang^*

, Shigan Yan

, Lujiang Hao

, Leilei An, Jing Zhang

, Liping Zhu, Chun-Yang Li

Published in Science Journal of Education (Volume 13, Issue 5)

Received: 2 September 2025 Accepted: 16 September 2025 Published: 10 October 2025

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Abstract

Problem-based learning (PBL) is an effective method to develop problem analysis and solving ability for students, and Seminar teaching focuses on critical thinking and interpersonal communication skill training through assigned questions and issues discussion. Immunology is an important compulsory course for medical and most biology-major undergraduates. In this study, we introduced both PBL and Seminar approaches (PBL-Seminar) into the flipped classroom teaching of an immunology course. In pre-class phase, students completed self-directed learning mainly via self-built micro-course materials and formed different learning groups for presentation preparation according to the selected Seminar topics. In the classroom, the teacher and students fully discussed the assigned topic based on group presentation. Furthermore, a series of evaluations were conducted by the teacher and students after class, and questionnaires were distributed to the students for the PBL-Seminar experience investigation using a 5-point Likert scale. The responses indicated the effectiveness of PBL-Seminar teaching model, which enhanced student’s comprehensive ability to solve complex problems. This teaching model solved the problem of the inadequacy of classroom hours efficiently, transformed teacher-centered model to student-centered model and eventually promoted both teachers’ and students’ long-term development. This study also provides a new theoretical basis for the teaching reform of immunology course.

Published in	Science Journal of Education (Volume 13, Issue 5)
DOI	10.11648/j.sjedu.20251305.11
Page(s)	154-166
Creative Commons	This is an Open Access article, 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 or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Flipped Classroom, Immunology, Micro-Video, Problem-Based Learning, Seminar Teaching

References

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APA Style

Zhang, N., Yan, S., Hao, L., An, L., Zhang, J., et al. (2025). Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course. Science Journal of Education, 13(5), 154-166. https://doi.org/10.11648/j.sjedu.20251305.11

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ACS Style

Zhang, N.; Yan, S.; Hao, L.; An, L.; Zhang, J., et al. Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course. Sci. J. Educ. 2025, 13(5), 154-166. doi: 10.11648/j.sjedu.20251305.11

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AMA Style

Zhang N, Yan S, Hao L, An L, Zhang J, et al. Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course. Sci J Educ. 2025;13(5):154-166. doi: 10.11648/j.sjedu.20251305.11

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@article{10.11648/j.sjedu.20251305.11,
  author = {Nan Zhang and Shigan Yan and Lujiang Hao and Leilei An and Jing Zhang and Liping Zhu and Chun-Yang Li},
  title = {Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course
},
  journal = {Science Journal of Education},
  volume = {13},
  number = {5},
  pages = {154-166},
  doi = {10.11648/j.sjedu.20251305.11},
  url = {https://doi.org/10.11648/j.sjedu.20251305.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251305.11},
  abstract = {Problem-based learning (PBL) is an effective method to develop problem analysis and solving ability for students, and Seminar teaching focuses on critical thinking and interpersonal communication skill training through assigned questions and issues discussion. Immunology is an important compulsory course for medical and most biology-major undergraduates. In this study, we introduced both PBL and Seminar approaches (PBL-Seminar) into the flipped classroom teaching of an immunology course. In pre-class phase, students completed self-directed learning mainly via self-built micro-course materials and formed different learning groups for presentation preparation according to the selected Seminar topics. In the classroom, the teacher and students fully discussed the assigned topic based on group presentation. Furthermore, a series of evaluations were conducted by the teacher and students after class, and questionnaires were distributed to the students for the PBL-Seminar experience investigation using a 5-point Likert scale. The responses indicated the effectiveness of PBL-Seminar teaching model, which enhanced student’s comprehensive ability to solve complex problems. This teaching model solved the problem of the inadequacy of classroom hours efficiently, transformed teacher-centered model to student-centered model and eventually promoted both teachers’ and students’ long-term development. This study also provides a new theoretical basis for the teaching reform of immunology course.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course

AU  - Nan Zhang
AU  - Shigan Yan
AU  - Lujiang Hao
AU  - Leilei An
AU  - Jing Zhang
AU  - Liping Zhu
AU  - Chun-Yang Li
Y1  - 2025/10/10
PY  - 2025
N1  - https://doi.org/10.11648/j.sjedu.20251305.11
DO  - 10.11648/j.sjedu.20251305.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 154
EP  - 166
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20251305.11
AB  - Problem-based learning (PBL) is an effective method to develop problem analysis and solving ability for students, and Seminar teaching focuses on critical thinking and interpersonal communication skill training through assigned questions and issues discussion. Immunology is an important compulsory course for medical and most biology-major undergraduates. In this study, we introduced both PBL and Seminar approaches (PBL-Seminar) into the flipped classroom teaching of an immunology course. In pre-class phase, students completed self-directed learning mainly via self-built micro-course materials and formed different learning groups for presentation preparation according to the selected Seminar topics. In the classroom, the teacher and students fully discussed the assigned topic based on group presentation. Furthermore, a series of evaluations were conducted by the teacher and students after class, and questionnaires were distributed to the students for the PBL-Seminar experience investigation using a 5-point Likert scale. The responses indicated the effectiveness of PBL-Seminar teaching model, which enhanced student’s comprehensive ability to solve complex problems. This teaching model solved the problem of the inadequacy of classroom hours efficiently, transformed teacher-centered model to student-centered model and eventually promoted both teachers’ and students’ long-term development. This study also provides a new theoretical basis for the teaching reform of immunology course.

VL  - 13
IS  - 5
ER  -

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Author Information

Nan Zhang

School of Bioengineering, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China

Contact Email

http://orcid.org/0000-0002-1804-0858
Shigan Yan

School of Bioengineering, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China

Contact Email

http://orcid.org/0000-0002-7270-2445
Lujiang Hao

School of Bioengineering, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China

Contact Email

http://orcid.org/0000-0002-7829-901X
Leilei An

School of Bioengineering, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China

Contact Email
Jing Zhang

School of Bioengineering, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China

Contact Email

http://orcid.org/0009-0006-0575-5180
Liping Zhu

School of Bioengineering, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China

Contact Email
Chun-Yang Li

MOE Key Laboratory of Evolution and Marine Biodiversity & College of Marine Life Sciences, Ocean University of China, Qingdao, China

Contact Email

http://orcid.org/0000-0002-1151-4897

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APA Style

Zhang, N., Yan, S., Hao, L., An, L., Zhang, J., et al. (2025). Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course. Science Journal of Education, 13(5), 154-166. https://doi.org/10.11648/j.sjedu.20251305.11

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ACS Style

Zhang, N.; Yan, S.; Hao, L.; An, L.; Zhang, J., et al. Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course. Sci. J. Educ. 2025, 13(5), 154-166. doi: 10.11648/j.sjedu.20251305.11

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AMA Style

Zhang N, Yan S, Hao L, An L, Zhang J, et al. Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course. Sci J Educ. 2025;13(5):154-166. doi: 10.11648/j.sjedu.20251305.11

Copy | Download

@article{10.11648/j.sjedu.20251305.11,
  author = {Nan Zhang and Shigan Yan and Lujiang Hao and Leilei An and Jing Zhang and Liping Zhu and Chun-Yang Li},
  title = {Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course
},
  journal = {Science Journal of Education},
  volume = {13},
  number = {5},
  pages = {154-166},
  doi = {10.11648/j.sjedu.20251305.11},
  url = {https://doi.org/10.11648/j.sjedu.20251305.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251305.11},
  abstract = {Problem-based learning (PBL) is an effective method to develop problem analysis and solving ability for students, and Seminar teaching focuses on critical thinking and interpersonal communication skill training through assigned questions and issues discussion. Immunology is an important compulsory course for medical and most biology-major undergraduates. In this study, we introduced both PBL and Seminar approaches (PBL-Seminar) into the flipped classroom teaching of an immunology course. In pre-class phase, students completed self-directed learning mainly via self-built micro-course materials and formed different learning groups for presentation preparation according to the selected Seminar topics. In the classroom, the teacher and students fully discussed the assigned topic based on group presentation. Furthermore, a series of evaluations were conducted by the teacher and students after class, and questionnaires were distributed to the students for the PBL-Seminar experience investigation using a 5-point Likert scale. The responses indicated the effectiveness of PBL-Seminar teaching model, which enhanced student’s comprehensive ability to solve complex problems. This teaching model solved the problem of the inadequacy of classroom hours efficiently, transformed teacher-centered model to student-centered model and eventually promoted both teachers’ and students’ long-term development. This study also provides a new theoretical basis for the teaching reform of immunology course.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Application of PBL-Seminar Teaching in Flipped Classroom of Immunology Course

AU  - Nan Zhang
AU  - Shigan Yan
AU  - Lujiang Hao
AU  - Leilei An
AU  - Jing Zhang
AU  - Liping Zhu
AU  - Chun-Yang Li
Y1  - 2025/10/10
PY  - 2025
N1  - https://doi.org/10.11648/j.sjedu.20251305.11
DO  - 10.11648/j.sjedu.20251305.11
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 154
EP  - 166
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20251305.11
AB  - Problem-based learning (PBL) is an effective method to develop problem analysis and solving ability for students, and Seminar teaching focuses on critical thinking and interpersonal communication skill training through assigned questions and issues discussion. Immunology is an important compulsory course for medical and most biology-major undergraduates. In this study, we introduced both PBL and Seminar approaches (PBL-Seminar) into the flipped classroom teaching of an immunology course. In pre-class phase, students completed self-directed learning mainly via self-built micro-course materials and formed different learning groups for presentation preparation according to the selected Seminar topics. In the classroom, the teacher and students fully discussed the assigned topic based on group presentation. Furthermore, a series of evaluations were conducted by the teacher and students after class, and questionnaires were distributed to the students for the PBL-Seminar experience investigation using a 5-point Likert scale. The responses indicated the effectiveness of PBL-Seminar teaching model, which enhanced student’s comprehensive ability to solve complex problems. This teaching model solved the problem of the inadequacy of classroom hours efficiently, transformed teacher-centered model to student-centered model and eventually promoted both teachers’ and students’ long-term development. This study also provides a new theoretical basis for the teaching reform of immunology course.

VL  - 13
IS  - 5
ER  -

Copy | Download