Impact of Simulation-Based and Flipped Classroom Learning on Self-Perceived Clinical Skills Compared to Traditional Training
Introduction: Traditional medical education often emphasises theory, but clinical competence relies greatly on practical, hands-on skills. This quasi-experimental study examines how a combined approach—flipped classroom learning and simulation-based internships—affects medical students’ self-assesse...
Saved in:
| Main Authors: | , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-12-01
|
| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/1/31 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832588636465397760 |
|---|---|
| author | Samuel Agostino Gian Maria Cherasco Grazia Papotti Alberto Milan Federico Abate Daga Massimiliano Abate Daga Franco Veglio |
| author_facet | Samuel Agostino Gian Maria Cherasco Grazia Papotti Alberto Milan Federico Abate Daga Massimiliano Abate Daga Franco Veglio |
| author_sort | Samuel Agostino |
| collection | DOAJ |
| description | Introduction: Traditional medical education often emphasises theory, but clinical competence relies greatly on practical, hands-on skills. This quasi-experimental study examines how a combined approach—flipped classroom learning and simulation-based internships—affects medical students’ self-assessed clinical abilities. This model seeks to build students’ understanding, practical skills, and confidence in clinical settings through online preparation and realistic simulation exercises. Methods: This study examined changes in medical students’ self-perceived clinical skills after a flipped classroom and simulation-based internship. A total of 391 third- and fourth-year students completed a nine-hour program with morning practice sessions and afternoon high-fidelity scenarios. Surveys before and after the program assessed self-perceived thoracic and abdominal/general skills. ANCOVA controlled for baseline scores, and paired Wilcoxon signed-rank tests examined overall and subgroup improvements. Results: After the program, significant improvements were observed in self-perceived clinical skills across all domains. Thoracic skills increased from a median of 2.19 to 7.36, and abdominal skills from 5.11 to 9.46. Medical history, vital signs, and blood pressure scores also improved significantly. Third-year students and those attending the Clinical Methodology course showed the greatest gains. All post-intervention improvements were statistically significant (<i>p</i> < 0.001). Conclusions: The combination of flipped classroom learning and intensive simulation training markedly improved students’ perceived clinical competence. These findings suggest that such methods boost students’ practical skills and confidence. Further research is recommended to explore the long-term impact of this approach on skill retention and professional practice. |
| format | Article |
| id | doaj-art-8c3f1214624d418887260e0dae695738 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-8c3f1214624d418887260e0dae6957382025-01-24T13:30:13ZengMDPI AGEducation Sciences2227-71022024-12-011513110.3390/educsci15010031Impact of Simulation-Based and Flipped Classroom Learning on Self-Perceived Clinical Skills Compared to Traditional TrainingSamuel Agostino0Gian Maria Cherasco1Grazia Papotti2Alberto Milan3Federico Abate Daga4Massimiliano Abate Daga5Franco Veglio6Department of Medical Sciences, University of Turin, 10126 Turin, ItalyDepartment of Medical Sciences, University of Turin, 10126 Turin, ItalyDepartment of Medical Sciences, University of Turin, 10126 Turin, ItalyDepartment of Medical Sciences, University of Turin, 10126 Turin, ItalyDepartment of Clinical and Biological Sciences, University of Turin, 10124 Turin, ItalyDepartment of Medical Sciences, University of Turin, 10126 Turin, ItalyDepartment of Medical Sciences, University of Turin, 10126 Turin, ItalyIntroduction: Traditional medical education often emphasises theory, but clinical competence relies greatly on practical, hands-on skills. This quasi-experimental study examines how a combined approach—flipped classroom learning and simulation-based internships—affects medical students’ self-assessed clinical abilities. This model seeks to build students’ understanding, practical skills, and confidence in clinical settings through online preparation and realistic simulation exercises. Methods: This study examined changes in medical students’ self-perceived clinical skills after a flipped classroom and simulation-based internship. A total of 391 third- and fourth-year students completed a nine-hour program with morning practice sessions and afternoon high-fidelity scenarios. Surveys before and after the program assessed self-perceived thoracic and abdominal/general skills. ANCOVA controlled for baseline scores, and paired Wilcoxon signed-rank tests examined overall and subgroup improvements. Results: After the program, significant improvements were observed in self-perceived clinical skills across all domains. Thoracic skills increased from a median of 2.19 to 7.36, and abdominal skills from 5.11 to 9.46. Medical history, vital signs, and blood pressure scores also improved significantly. Third-year students and those attending the Clinical Methodology course showed the greatest gains. All post-intervention improvements were statistically significant (<i>p</i> < 0.001). Conclusions: The combination of flipped classroom learning and intensive simulation training markedly improved students’ perceived clinical competence. These findings suggest that such methods boost students’ practical skills and confidence. Further research is recommended to explore the long-term impact of this approach on skill retention and professional practice.https://www.mdpi.com/2227-7102/15/1/31simulation-based medical education (SBME)flipped classroom (FC)clinical skills trainingmedical student perceptionssimulation internship |
| spellingShingle | Samuel Agostino Gian Maria Cherasco Grazia Papotti Alberto Milan Federico Abate Daga Massimiliano Abate Daga Franco Veglio Impact of Simulation-Based and Flipped Classroom Learning on Self-Perceived Clinical Skills Compared to Traditional Training Education Sciences simulation-based medical education (SBME) flipped classroom (FC) clinical skills training medical student perceptions simulation internship |
| title | Impact of Simulation-Based and Flipped Classroom Learning on Self-Perceived Clinical Skills Compared to Traditional Training |
| title_full | Impact of Simulation-Based and Flipped Classroom Learning on Self-Perceived Clinical Skills Compared to Traditional Training |
| title_fullStr | Impact of Simulation-Based and Flipped Classroom Learning on Self-Perceived Clinical Skills Compared to Traditional Training |
| title_full_unstemmed | Impact of Simulation-Based and Flipped Classroom Learning on Self-Perceived Clinical Skills Compared to Traditional Training |
| title_short | Impact of Simulation-Based and Flipped Classroom Learning on Self-Perceived Clinical Skills Compared to Traditional Training |
| title_sort | impact of simulation based and flipped classroom learning on self perceived clinical skills compared to traditional training |
| topic | simulation-based medical education (SBME) flipped classroom (FC) clinical skills training medical student perceptions simulation internship |
| url | https://www.mdpi.com/2227-7102/15/1/31 |
| work_keys_str_mv | AT samuelagostino impactofsimulationbasedandflippedclassroomlearningonselfperceivedclinicalskillscomparedtotraditionaltraining AT gianmariacherasco impactofsimulationbasedandflippedclassroomlearningonselfperceivedclinicalskillscomparedtotraditionaltraining AT graziapapotti impactofsimulationbasedandflippedclassroomlearningonselfperceivedclinicalskillscomparedtotraditionaltraining AT albertomilan impactofsimulationbasedandflippedclassroomlearningonselfperceivedclinicalskillscomparedtotraditionaltraining AT federicoabatedaga impactofsimulationbasedandflippedclassroomlearningonselfperceivedclinicalskillscomparedtotraditionaltraining AT massimilianoabatedaga impactofsimulationbasedandflippedclassroomlearningonselfperceivedclinicalskillscomparedtotraditionaltraining AT francoveglio impactofsimulationbasedandflippedclassroomlearningonselfperceivedclinicalskillscomparedtotraditionaltraining |