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

<h4>Background</h4>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 ap...

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Autores principales:	Enoch Chan, Michael George Botelho, Gordon Tin Chun Wong
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/3a83cb2a5a5f499c85b8faba508e42f5
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spelling	oai:doaj.org-article:3a83cb2a5a5f499c85b8faba508e42f52021-12-02T20:13:34ZA flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students.1932-620310.1371/journal.pone.0258926https://doaj.org/article/3a83cb2a5a5f499c85b8faba508e42f52021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0258926https://doaj.org/toc/1932-6203<h4>Background</h4>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.<h4>Methods</h4>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.<h4>Results</h4>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.<h4>Conclusion</h4>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.Enoch ChanMichael George BotelhoGordon Tin Chun WongPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 10, p e0258926 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Enoch Chan Michael George Botelho Gordon Tin Chun Wong A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students.
description	<h4>Background</h4>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.<h4>Methods</h4>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.<h4>Results</h4>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.<h4>Conclusion</h4>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.
format	article
author	Enoch Chan Michael George Botelho Gordon Tin Chun Wong
author_facet	Enoch Chan Michael George Botelho Gordon Tin Chun Wong
author_sort	Enoch Chan
title	A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students.
title_short	A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students.
title_full	A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students.
title_fullStr	A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students.
title_full_unstemmed	A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students.
title_sort	flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/3a83cb2a5a5f499c85b8faba508e42f5
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A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students.

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