Effectiveness of combined flipped and classroom-based instruction in teaching pulmonary ultrasound to first-year medical students.
10.35460/2546-1621.2022-sp12
- Author:
Julie Christie G. VISPERAS
1
Author Information
1. Department of Physiology and Department of Internal Medicine, University of Santo Tomas, Faculty of Medicine and Surgery
- Publication Type:Other Types
- Keywords:
Flipped Classroom;
Lung Ultrasound;
Pulmonary Ultrasound;
Medical School;
Medical Students;
Blended Classroom;
Classroom-based Instruction;
Ultrasound;
Ultrasound Medical Education;
Video-based Instruction
- MeSH:
Education;
Medical
- From:
Journal of Medicine University of Santo Tomas
2022;6(S1):90-97
- CountryPhilippines
- Language:English
-
Abstract:
Background and Objectives of the Study:The study aimed to determine the
effectiveness of combining flipped classroom on
pulmonary ultrasound instruction in first-year medical
students with traditional classroom-based instruction
and compared it to traditional classroom-based
instruction alone. The insights of the teachers and the
students on the implementation of both interventions
were also evaluated.
Research Methodology:This is a mixed
qualitative (concurrent triangulated) and quantitative
research. Baseline procedural knowledge and skills of
a total of 282 students on the lung ultrasound scanning
using pre-test 20-item summative test, multiple-choice
question type of examination, and a pre-test narrative
test on lung ultrasound were obtained. A postintervention summative assessment and narrative test
were administered. Statistical analyses were done to
compare the scores. A thematic analysis was done to
evaluate the responses to the survey.
Results:138 students were randomly assigned to
the classroom-based instruction group, while 144
students in the combined flipped and classroombased instruction group. The number of students
who passed the summative (MCQ) test and were
given flipped classroom and classroom-based instruction increased (6.3% to 79.9%; p<0.001)
and the number of students given classroom-based
instruction only, significantly increased (4.3% to
79.9%; p<0.001).
The nu mber of students who passed the narrative
test and were given flipped classroom and classroombased instructions increased (2.1% to 84.0%;
p<0.001) and the number of students given the
classroom-based instruction only, also significantly
increased (3.6% to 84.2%; p<0.001).
The students appreciated the classroom-based
instruction because of the knowledgeable facilitators,
the very concise approach, that is understandable and
done in real-time. In addition, the flipped classroom
was likewise helpful and a good introduction before
the classroom-based instruction. The facilitators have
noticed that the ease in instruction was influenced
by the student’s enthusiasm and willingness to learn.
Conclusion:Flipped classroom in addition to
classroom-based instruction, and classroom based
instruction were effective in teaching pulmonary
ultrasound to First-year medical students.
- Full text:JMUST S1 13.pdf
