The study examined how integrating group discussions about pulmonary function tests into a flipped classroom affects the ability of medical residents to correctly assess the severity of COPD. 100 residents participated in the research, divided into two groups - intervention (50 people with the new method) and control (50 people with traditional teaching). The intervention group achieved higher accuracy in COPD classification, better comprehensive examination scores (88.2 ± 6.4 vs. 78.6 ± 8.2), and higher levels of professional self-efficacy (4.2 ± 0.5 vs. 3.4 ± 0.6). Residents in the intervention group were also more satisfied with teaching (4.6 ± 0.4 vs. 3.8 ± 0.7). All group differences were statistically significant (p < 0.001). The authors conclude that the integration of pulmonary function test discussions significantly improves residents' competence in COPD assessment and their professional confidence.