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Zhang W, Gu J, Li F, et al. The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE). Med Educ Online. 2022;27(1):2013405doi: 10.1080/10872981.2021.2013405.
Zhang, W., Gu, J., Li, F., Feng, F., Chen, H., Xing, X., & Liu, L. (2022). The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE). Medical education online, 27(1), 2013405. https://doi.org/10.1080/10872981.2021.2013405
Zhang, Weihao, et al. "The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE)." Medical education online vol. 27,1 (2022): 2013405. doi: https://doi.org/10.1080/10872981.2021.2013405
Zhang W, Gu J, Li F, Feng F, Chen H, Xing X, Liu L. The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE). Med Educ Online. 2022 Dec;27(1):2013405. doi: 10.1080/10872981.2021.2013405. PMID: 34898400; PMCID: PMC8676640.
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Med Educ Online. 2022 Dec;27(1):2013405. doi: 10.1080/10872981.2021.2013405.

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

Medical education online

Weihao Zhang, Jiaoyang Gu, Fan Li, Feifei Feng, Huiqiang Chen, Xiaowei Xing, Lan Liu

Affiliations

  1. Department of Gastroenterology, The Second Hospital, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China.
  2. Department of Neurology, The Second Hospital, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China.
  3. Department of Respiration, The Second Hospital, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China.
  4. Department of Cardiology, The Second Hospital, Cheeloo College of Medicine, Shandong University, Jinan, Shandong, China.

PMID: 34898400 PMCID: PMC8676640 DOI: 10.1080/10872981.2021.2013405

Abstract

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.

Keywords: Flipped classroom; Objective Structured Clinical Examination; clinical interns; traditional classroom

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