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

• Published in: Medical education online 2022-12, Vol.27 (1), p.2013405
• Main Authors: Zhang, Weihao, Gu, Jiaoyang, Li, Fan, Feng, Feifei, Chen, Huiqiang, Xing, Xiaowei, Liu, Lan
• Format: Article
• Language: English
• Subjects: Classrooms; Clinical assessment; Clinical Competence; clinical interns; Clinical skills; Clinical training; Curriculum; Distance learning; Education, Distance; Educational Measurement; Flipped classroom; Humans; Medical education; Medical students; Objective Structured Clinical Examination; Online instruction; Physical Examination; Physical examinations; Questionnaires; Resident physicians; Skill development; Teaching; Teaching methods; traditional classroom
• ISSN: 1087-2981; 1087-2981
• DOI: 10.1080/10872981.2021.2013405

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). 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. The score of OSCE in group B was higher than that in group A (P = 0.024), especially in the heart physical examination (P