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Helps from flipped classroom in learning suturing skill: The medical students' perspective
Jen-Chieh Wu1,2, Sheng-Chu Chi2,3, Chien-Chih Wu2,4,5
1Department of Emergency Medicine, Taipei Medical University Hospital, Taipei, R.O.C. (Taiwan).
Plos One
|October 3, 2018
Summary
Flipped classroom (FC) effectively aids medical students in learning suturing skills across cognitive, psychomotor, and affective domains. Cognitive help forms a crucial foundation for other learning aspects in this educational model.
Area of Science:
- Medical Education
- Surgical Skills Training
Background:
- Flipped classroom (FC) is increasingly used in medical education, but its effectiveness and impact on learning objective domains remain debated.
- Existing studies often lack clarity on how different learning domains interact within FC environments.
Purpose of the Study:
- To investigate the influence of learning domains within a flipped classroom (FC) approach for teaching suturing skills to year-5 medical students.
- To explore the interrelationships between cognitive, psychomotor, and affective learning domains in the context of FC-based suturing instruction.
Main Methods:
- A 2-hour suturing course using FC methodology (pre-class video, in-class instruction) for 78 year-5 medical students.
- Anonymous survey utilizing the Help from Instruction Questionnaire for Clinical Skills (HIQ-CS), developed based on Bloom's taxonomy, to assess student perceptions.
- Statistical analysis including median, interquartile range, and regression to determine consensus and test mediation among learning domains.
Main Results:
- Medical students perceived FC as beneficial for learning suturing skills (Median=4, IQR=1).
- Cognitive help was fully mediated by psychomotor and affective help in contributing to overall FC benefits.
- Affective help was partially mediated by psychomotor help in its contribution to overall FC benefits.
Conclusions:
- The FC model demonstrates potential in enhancing suturing skills across multiple learning domains for medical students.
- Cognitive help in FC serves as a foundational element, supporting psychomotor and affective learning.
- This study introduces an innovative conceptual framework for understanding instructional help within medical education, warranting further investigation across diverse curricula.