A Comparative Educational Intervention Study of Peer Teaching and Flipped Classroom Models in Pediatric Intensive...

Providing effective pediatric critical care education during short pediatric intensive care unit (PICU) rotations remains challenging due to high patient acuity, time-sensitive decision-making, and limited reflection time. This study aimed to compare the impact of peer teaching and flipped classroom models on educational outcomes for residents during PICU rotations.

This single-center, non-randomized comparative educational intervention study included 76 residents rotating in the PICU at the Children's Hospital of Soochow University between January 2022 and October 2023. Residents participated in either peer teaching (Group A, n = 38) or flipped classroom teaching (Group B, n = 38). Outcomes were evaluated using theoretical examinations, Mini-Clinical Evaluation Exercise (mini-CEX) scores, and post-intervention questionnaires assessing self-perceived skill improvement and engagement.

There were no significant differences in theoretical examination scores (80.77 ± 6.29 vs 80.08 ± 7.29, p = 0.526) or mini-CEX performance (7.92 ± 0.82 vs 7.90 ± 0.73, p = 0.837) between the two groups. Residents in the peer teaching group reported greater improvements in communication skills, confidence, and problem-solving ability. In contrast, residents in the flipped classroom group perceived greater gains in conceptual understanding and teamwork. Most participants (92.1%) regularly accessed online lectures, and content relevance to clinical practice was rated highly (8.44 ± 1.85).

Both peer teaching and flipped classroom approaches were effective in PICU resident education, each demonstrating distinct strengths in fostering different competencies. A blended educational strategy may further optimize learning outcomes during short-term critical care rotations.