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The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE)

AIMS: The flipped classroom (FC) is a hybrid approach, combining online learning and face-to-face classroom activities. To comprehensively evaluate the role of the Flipped Classroom (FC) model in clinical skills teaching of medical interns and investigate the acceptance and recognition of FC and Obj...

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Autores principales: Zhang, Weihao, Gu, Jiaoyang, Li, Fan, Feng, Feifei, Chen, Huiqiang, Xing, Xiaowei, Liu, Lan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taylor & Francis 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8676640/
https://www.ncbi.nlm.nih.gov/pubmed/34898400
http://dx.doi.org/10.1080/10872981.2021.2013405
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author Zhang, Weihao
Gu, Jiaoyang
Li, Fan
Feng, Feifei
Chen, Huiqiang
Xing, Xiaowei
Liu, Lan
author_facet Zhang, Weihao
Gu, Jiaoyang
Li, Fan
Feng, Feifei
Chen, Huiqiang
Xing, Xiaowei
Liu, Lan
author_sort Zhang, Weihao
collection PubMed
description AIMS: The flipped classroom (FC) is a hybrid approach, combining online learning and face-to-face classroom activities. To comprehensively evaluate the role of the Flipped Classroom (FC) model in clinical skills teaching of medical interns and investigate the acceptance and recognition of FC and Objective Structured Clinical Examinations (OSCE). METHODS: In the teaching of clinical skills, the students were further grouped into two groups- A and B (A = 37, B = 42), using a computer-based random digital method. group A adopted the traditional classroom (TC) model, and group B adopted the FC model. OSCE was used to assess the clinical skills of the two groups of interns. Two independent sample t-test was used to analyze the difference of participant’s demographic data and OSCE scores between the two different teaching model. We sent FC questionnaires to group A and OSCE questionnaires to groups A and B. RESULTS: The score of OSCE in group B was higher than that in group A (P = 0.024), especially in the heart physical examination (P < 0.050), lung physical examination (P < 0.050), and abdominal physical examination (P < 0.050). The result of the FC questionnaires showed that regarding online courses, most students in group B thought watching videos was a good way to prepare for class (97.6%), For offline courses, most medical interns said that it enhanced their learning ability (88.1%), and they could accept this form of teaching (85.7%). As for the form of OSCE questionnaires, most people in group A and B said that they knew more about this form of assessment (81.0%), that it truly reflected the clinical ability (82.3%). CONCLUSIONS: FC model has shown good results in clinical skills training, while FC and OSCE can be further promoted in future teaching and assessment.
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spelling pubmed-86766402021-12-17 The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE) Zhang, Weihao Gu, Jiaoyang Li, Fan Feng, Feifei Chen, Huiqiang Xing, Xiaowei Liu, Lan Med Educ Online Research Article AIMS: The flipped classroom (FC) is a hybrid approach, combining online learning and face-to-face classroom activities. To comprehensively evaluate the role of the Flipped Classroom (FC) model in clinical skills teaching of medical interns and investigate the acceptance and recognition of FC and Objective Structured Clinical Examinations (OSCE). METHODS: In the teaching of clinical skills, the students were further grouped into two groups- A and B (A = 37, B = 42), using a computer-based random digital method. group A adopted the traditional classroom (TC) model, and group B adopted the FC model. OSCE was used to assess the clinical skills of the two groups of interns. Two independent sample t-test was used to analyze the difference of participant’s demographic data and OSCE scores between the two different teaching model. We sent FC questionnaires to group A and OSCE questionnaires to groups A and B. RESULTS: The score of OSCE in group B was higher than that in group A (P = 0.024), especially in the heart physical examination (P < 0.050), lung physical examination (P < 0.050), and abdominal physical examination (P < 0.050). The result of the FC questionnaires showed that regarding online courses, most students in group B thought watching videos was a good way to prepare for class (97.6%), For offline courses, most medical interns said that it enhanced their learning ability (88.1%), and they could accept this form of teaching (85.7%). As for the form of OSCE questionnaires, most people in group A and B said that they knew more about this form of assessment (81.0%), that it truly reflected the clinical ability (82.3%). CONCLUSIONS: FC model has shown good results in clinical skills training, while FC and OSCE can be further promoted in future teaching and assessment. Taylor & Francis 2021-12-13 /pmc/articles/PMC8676640/ /pubmed/34898400 http://dx.doi.org/10.1080/10872981.2021.2013405 Text en © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research Article
Zhang, Weihao
Gu, Jiaoyang
Li, Fan
Feng, Feifei
Chen, Huiqiang
Xing, Xiaowei
Liu, Lan
The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE)
title The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE)
title_full The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE)
title_fullStr The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE)
title_full_unstemmed The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE)
title_short The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE)
title_sort effect of flipped classroom in multiple clinical skills training for clinical interns on objective structured clinical examinations (osce)
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8676640/
https://www.ncbi.nlm.nih.gov/pubmed/34898400
http://dx.doi.org/10.1080/10872981.2021.2013405
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