Evaluation of the effectiveness of using flipped classroom in puncture skills teaching

• Published in: BMC medical education 2024-02, Vol.24 (1), p.176-176, Article 176
• Main Authors: Zhang, Weihao, Jiang, Miao, Zhao, Wei, Li, Shuai, Li, Fan, Feng, Feifei, Wang, Yongjing, Li, Yan, Liu, Lan
• Format: Article
• Language: English
• Subjects: Abdomen; Bone marrow; Contraindications; Curriculum; Diagnostic tests; Educational Environment; Educational Theories; Flipped classroom; Group work in education; Humans; Learning; Learning Theories; Medical colleges; Medical education; Medical students; Multimedia; Objective structured clinical examinations; Performance evaluation; Physical Examination; Presentation software; Problem-Based Learning - methods; Punctures; Qualitative research; Questionnaire; Questionnaires; Skill development; Skills; Students, Medical; Surveys and Questionnaires; Teachers; Teaching; Teaching methods; Team learning approach in education; Thoracentesis; Traditional classroom; Training
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-024-05132-8

The effectiveness of flipped classroom (FC) on puncture skills in medical education is still uncertain. This study aimed to assess the role of the FC model in puncture skills and investigate the acceptance and approval of FC among medical students and instructors. A mixed research approach of quasi-experimental research design and descriptive qualitative research was conducted in September 2022 for one month, using an FC teaching method that combined instructional videos and group learning. The study participants were 71 fifth-year medical students from two classes at a Chinese medical school and four instructors. The medical students were randomly divided into two groups: the traditional classroom (TC) group (Group A) and the FC group (Group B). For teaching, Group B used FC, and Group A used PowerPoint-based TC. The effectiveness of the two teaching models was assessed with Objective Structured Clinical Examination (OSCE), and questionnaires were distributed to the medical students and instructors after the assessment. Two independent sample t-tests were used to analyse the differences in demographic data and the OSCE scores of the two groups of medical students. Group B scored higher in puncture skills than Group A, especially regarding abdominal puncture (p = 0.03), thoracentesis (p