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Article: A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students

TitleA flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students
Authors
Issue Date2021
PublisherPublic Library of Science. The Journal's web site is located at http://www.plosone.org/home.action
Citation
PLoS One, 2021, v. 16, p. article no. e0258926 How to Cite?
AbstractBackground Clinical procedural skills are vital components of medical education. Increased student intake and limited capacity of medical schools necessitate more efficient ways to deliver clinical skill teaching. This study employed a flipped classroom, peer-assisted learning approach to deliver clinical skill teaching. It aimed to determine the influence of pre-class demonstration video watching and in-class student-student interactions on clinical skill acquisition. Methods In 2017, a cohort of 205 medical students in their penultimate year of undergraduate medical study were recruited, and they learned bag mask ventilation and intravenous cannulation during this study. The participants watched a demonstration video before class, and then underwent self-directed practice as triads. Afterwards, each participant video-recorded their skill performance and completed post-class questionnaires. The videos were evaluated by two blinded assessors. Results A hundred and thirty-one participants (63.9%) completed the questionnaire. For bag mask ventilation, participants who claimed to have watched the corresponding demonstration video before class achieved higher performance scores (those who watched before class: 7.8 ± 1.0; those who did not: 6.3 ± 1.7; p < 0.01). For intravenous cannulation, while there is no significant difference in performance scores (those who watched before class: 14.3 ± 1.3; those who did not: 14.1 ± 1.4; p = 0.295), those who watched the video before class received less interventions from their peers during triad practice (those who watched before class: 2.9 ± 1.8; those who did not: 4.3 ± 2.9; p < 0.05). The questionnaire results showed that most participants preferred the new approach of clinical skill teaching and perceived it to be useful for skill acquisition. Conclusion The flipped classroom, same-level peer-assisted learning model is potentially an effective way to address the current challenges and improve the efficiency of clinical procedural skill teaching in medical schools.
Persistent Identifierhttp://hdl.handle.net/10722/307833
ISSN
2023 Impact Factor: 2.9
2023 SCImago Journal Rankings: 0.839
PubMed Central ID
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChan, E-
dc.contributor.authorBotelho, MG-
dc.contributor.authorWong, GTC-
dc.date.accessioned2021-11-12T13:38:34Z-
dc.date.available2021-11-12T13:38:34Z-
dc.date.issued2021-
dc.identifier.citationPLoS One, 2021, v. 16, p. article no. e0258926-
dc.identifier.issn1932-6203-
dc.identifier.urihttp://hdl.handle.net/10722/307833-
dc.description.abstractBackground Clinical procedural skills are vital components of medical education. Increased student intake and limited capacity of medical schools necessitate more efficient ways to deliver clinical skill teaching. This study employed a flipped classroom, peer-assisted learning approach to deliver clinical skill teaching. It aimed to determine the influence of pre-class demonstration video watching and in-class student-student interactions on clinical skill acquisition. Methods In 2017, a cohort of 205 medical students in their penultimate year of undergraduate medical study were recruited, and they learned bag mask ventilation and intravenous cannulation during this study. The participants watched a demonstration video before class, and then underwent self-directed practice as triads. Afterwards, each participant video-recorded their skill performance and completed post-class questionnaires. The videos were evaluated by two blinded assessors. Results A hundred and thirty-one participants (63.9%) completed the questionnaire. For bag mask ventilation, participants who claimed to have watched the corresponding demonstration video before class achieved higher performance scores (those who watched before class: 7.8 ± 1.0; those who did not: 6.3 ± 1.7; p < 0.01). For intravenous cannulation, while there is no significant difference in performance scores (those who watched before class: 14.3 ± 1.3; those who did not: 14.1 ± 1.4; p = 0.295), those who watched the video before class received less interventions from their peers during triad practice (those who watched before class: 2.9 ± 1.8; those who did not: 4.3 ± 2.9; p < 0.05). The questionnaire results showed that most participants preferred the new approach of clinical skill teaching and perceived it to be useful for skill acquisition. Conclusion The flipped classroom, same-level peer-assisted learning model is potentially an effective way to address the current challenges and improve the efficiency of clinical procedural skill teaching in medical schools.-
dc.languageeng-
dc.publisherPublic Library of Science. The Journal's web site is located at http://www.plosone.org/home.action-
dc.relation.ispartofPLoS One-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.titleA flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students-
dc.typeArticle-
dc.identifier.emailChan, E: enocha@hku.hk-
dc.identifier.emailBotelho, MG: botelho@hkucc.hku.hk-
dc.identifier.emailWong, GTC: gordon@hku.hk-
dc.identifier.authorityBotelho, MG=rp00033-
dc.identifier.authorityWong, GTC=rp00523-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1371/journal.pone.0258926-
dc.identifier.pmid34679098-
dc.identifier.pmcidPMC8535182-
dc.identifier.scopuseid_2-s2.0-85117913967-
dc.identifier.hkuros329310-
dc.identifier.volume16-
dc.identifier.spagearticle no. e0258926-
dc.identifier.epagearticle no. e0258926-
dc.identifier.isiWOS:000733392900008-
dc.publisher.placeUnited States-

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