Helps from flipped classroom in learning suturing skill: The medical students' perspective

Jen Chieh Wu, Sheng Chu Chi, Chien Chih Wu, Yi No Kang

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

© 2018 Wu et al. Background Today, flipped classroom (FC) has been widely used in medical education. However, the effectiveness of FC remains controversial. The variation may cause by different subjects or different course design. Moreover, those studies did not explain how the association among different domains of learning objective was in FCs. The purpose of this study was to explore the help of learning domains from a FC of suturing skill in year-5 medical students. Design This study determined sample size according to statistical power. A minimum number of 77 participants for regression analysis are needed. Therefore, this study enrolled 78 medical students in a 2-hour suturing course, which consisted of pre-class video and in-class instruction. Both simple and mattress suturing were taught. The students received an anonymous survey with questionnaire of Help from Instruction Questionnaire for Clinical Skills (HIQ-CS) after the course. The HIQ-CS was developed by medical education team according to Bloom's taxonomy, and its reliability was favorable (Cronbach's ^l = 0.839). Factor loadings among all items in the HIQ-CS was also favorable (0.790 to 0.849). This study determined consensus of students' perspective by median (Me) and interquartile range (IQR), and tested mediation among different learning domains by regression. Results The results showed medical students agreed FC can help them in learning suturing (Me = 4, IQR = 1). The cognitive help (β =.526, p <.001) was completely mediated by psychomotor help (β =.399, p <.001) and affective help (β =.413, p <.001) to overall helps in FC. The affective help (β =.617, p <.001) was partially mediated by psychomotor help to overall helps in FC. Conclusions FC may help students in learning suturing skill in different domains. Our model explains the cognitive help from FC provides an important foundation for the helps of other domains. Although the model should be examined by different curricula and measurements in future, the model of help from instruction in our study provided an innovated concept and framework in medical education.
Original languageEnglish
JournalPLoS One
Volume13
Issue number10
DOIs
Publication statusPublished - Oct 1 2018

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Medical Students
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Learning
Clinical Competence
Medical education
Students
medical education
Medical Education
questionnaires
Curriculum
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Curricula
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Helps from flipped classroom in learning suturing skill: The medical students' perspective. / Wu, Jen Chieh; Chi, Sheng Chu; Wu, Chien Chih; Kang, Yi No.

In: PLoS One, Vol. 13, No. 10, 01.10.2018.

Research output: Contribution to journalArticle

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abstract = "{\circledC} 2018 Wu et al. Background Today, flipped classroom (FC) has been widely used in medical education. However, the effectiveness of FC remains controversial. The variation may cause by different subjects or different course design. Moreover, those studies did not explain how the association among different domains of learning objective was in FCs. The purpose of this study was to explore the help of learning domains from a FC of suturing skill in year-5 medical students. Design This study determined sample size according to statistical power. A minimum number of 77 participants for regression analysis are needed. Therefore, this study enrolled 78 medical students in a 2-hour suturing course, which consisted of pre-class video and in-class instruction. Both simple and mattress suturing were taught. The students received an anonymous survey with questionnaire of Help from Instruction Questionnaire for Clinical Skills (HIQ-CS) after the course. The HIQ-CS was developed by medical education team according to Bloom's taxonomy, and its reliability was favorable (Cronbach's ^l = 0.839). Factor loadings among all items in the HIQ-CS was also favorable (0.790 to 0.849). This study determined consensus of students' perspective by median (Me) and interquartile range (IQR), and tested mediation among different learning domains by regression. Results The results showed medical students agreed FC can help them in learning suturing (Me = 4, IQR = 1). The cognitive help (β =.526, p <.001) was completely mediated by psychomotor help (β =.399, p <.001) and affective help (β =.413, p <.001) to overall helps in FC. The affective help (β =.617, p <.001) was partially mediated by psychomotor help to overall helps in FC. Conclusions FC may help students in learning suturing skill in different domains. Our model explains the cognitive help from FC provides an important foundation for the helps of other domains. Although the model should be examined by different curricula and measurements in future, the model of help from instruction in our study provided an innovated concept and framework in medical education.",
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