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

Enoch Chan, Michael George Botelho and Gordon Tin Chun Wong

PLOS ONE, 2021, vol. 16, issue 10, 1-14

Abstract: Background: 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

Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0258926

DOI: 10.1371/journal.pone.0258926

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