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

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  • Enoch Chan
  • Michael George Botelho
  • Gordon Tin Chun Wong

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

Suggested Citation

  • Enoch Chan & Michael George Botelho & Gordon Tin Chun Wong, 2021. "A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students," PLOS ONE, Public Library of Science, vol. 16(10), pages 1-14, October.
    • Handle: RePEc:plo:pone00:0258926
    DOI: 10.1371/journal.pone.0258926
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