Effectiveness of deliberate practices versus conventional lecture in trauma training for medical students
Abstract Background A mastery of life-threatening trauma procedures is important for medical students aiming to become proficient physicians. Thus, this study compares the effectiveness of deliberate practice with that of conventional lecture methods in teaching such students these essential skills....
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BMC
2025-01-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-06732-8 |
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| author | Suksan Kanoksin Bhapapak Na Songkhla Amarit Tansawet Issaree Laopeamthong Pakkapol Sukhvibul Suphakarn Techapongsatorn |
| author_facet | Suksan Kanoksin Bhapapak Na Songkhla Amarit Tansawet Issaree Laopeamthong Pakkapol Sukhvibul Suphakarn Techapongsatorn |
| author_sort | Suksan Kanoksin |
| collection | DOAJ |
| description | Abstract Background A mastery of life-threatening trauma procedures is important for medical students aiming to become proficient physicians. Thus, this study compares the effectiveness of deliberate practice with that of conventional lecture methods in teaching such students these essential skills. Methods A randomized controlled trial was conducted with 48 first- to third-year medical students at the Faculty of Medicine Vajira Hospital at Navamindradhiraj University (Thailand). The participants were randomly assigned to either the deliberate practice group (n = 24) or the conventional lecture group (n = 24). The primary outcome was the students’ scores on the Objective Structured Clinical Examination (OSCE), whereas the secondary outcome was their overall grades. Moreover, analysis of covariance (ANCOVA) was used to control for the impacts of gender and academic year. Results The deliberate practice group had significantly higher OSCE scores (mean = 69.79, SD = 9.49) than did the conventional lecture group (mean = 51.38, SD = 14.59), with a p value of 0.000002. Additionally, the deliberate practice group had no clear failures or seven good passes, whereas the conventional lecture group had five clear failures and no good passes. Moreover, the ANCOVA results indicated that the type of training had a significant positive effect on the students’ examination scores, independent of gender and academic year (F (4, 43) = 7.44, p = 0.0001). Conclusion Deliberate practice is significantly more effective than the conventional lecture method in teaching life-threatening trauma procedures to medical students. The implication of these findings is that implementing deliberate practice in medical education can enhance the competencies of students, improve their preparedness for real-world clinical settings, and produce better patient outcomes. However, future research should examine the broader applications and long-term benefits of this method in medical training. Trial registration TCTR20240816009 |
| format | Article |
| id | doaj-art-d7ef0d3a813b4f9497d3201fb21bb1e2 |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-d7ef0d3a813b4f9497d3201fb21bb1e22025-02-02T12:29:46ZengBMCBMC Medical Education1472-69202025-01-012511710.1186/s12909-025-06732-8Effectiveness of deliberate practices versus conventional lecture in trauma training for medical studentsSuksan Kanoksin0Bhapapak Na Songkhla1Amarit Tansawet2Issaree Laopeamthong3Pakkapol Sukhvibul4Suphakarn Techapongsatorn5Cardiovascular and Thoracic Surgery Unit, Department of Surgery, School of Health Science, Faculty of Health Science Technology, Chulabhorn Hospital & Paramedic Program, Chulabhorn Royal Academy BangkokDepartment of Surgery, Faculty of Medicine Vajira Hospital, Navamindradhiraj UniversityDepartment of Research and Medical Innovation, Faculty of Medicine Vajira Hospital, Navamindradhiraj UniversityDepartment of Surgery, Faculty of Medicine Vajira Hospital, Navamindradhiraj UniversityDepartment of Surgery, Faculty of Medicine Vajira Hospital, Navamindradhiraj UniversityDepartment of Surgery, Faculty of Medicine Vajira Hospital, Navamindradhiraj UniversityAbstract Background A mastery of life-threatening trauma procedures is important for medical students aiming to become proficient physicians. Thus, this study compares the effectiveness of deliberate practice with that of conventional lecture methods in teaching such students these essential skills. Methods A randomized controlled trial was conducted with 48 first- to third-year medical students at the Faculty of Medicine Vajira Hospital at Navamindradhiraj University (Thailand). The participants were randomly assigned to either the deliberate practice group (n = 24) or the conventional lecture group (n = 24). The primary outcome was the students’ scores on the Objective Structured Clinical Examination (OSCE), whereas the secondary outcome was their overall grades. Moreover, analysis of covariance (ANCOVA) was used to control for the impacts of gender and academic year. Results The deliberate practice group had significantly higher OSCE scores (mean = 69.79, SD = 9.49) than did the conventional lecture group (mean = 51.38, SD = 14.59), with a p value of 0.000002. Additionally, the deliberate practice group had no clear failures or seven good passes, whereas the conventional lecture group had five clear failures and no good passes. Moreover, the ANCOVA results indicated that the type of training had a significant positive effect on the students’ examination scores, independent of gender and academic year (F (4, 43) = 7.44, p = 0.0001). Conclusion Deliberate practice is significantly more effective than the conventional lecture method in teaching life-threatening trauma procedures to medical students. The implication of these findings is that implementing deliberate practice in medical education can enhance the competencies of students, improve their preparedness for real-world clinical settings, and produce better patient outcomes. However, future research should examine the broader applications and long-term benefits of this method in medical training. Trial registration TCTR20240816009https://doi.org/10.1186/s12909-025-06732-8Deliberate practiceMedical studentTrauma training |
| spellingShingle | Suksan Kanoksin Bhapapak Na Songkhla Amarit Tansawet Issaree Laopeamthong Pakkapol Sukhvibul Suphakarn Techapongsatorn Effectiveness of deliberate practices versus conventional lecture in trauma training for medical students BMC Medical Education Deliberate practice Medical student Trauma training |
| title | Effectiveness of deliberate practices versus conventional lecture in trauma training for medical students |
| title_full | Effectiveness of deliberate practices versus conventional lecture in trauma training for medical students |
| title_fullStr | Effectiveness of deliberate practices versus conventional lecture in trauma training for medical students |
| title_full_unstemmed | Effectiveness of deliberate practices versus conventional lecture in trauma training for medical students |
| title_short | Effectiveness of deliberate practices versus conventional lecture in trauma training for medical students |
| title_sort | effectiveness of deliberate practices versus conventional lecture in trauma training for medical students |
| topic | Deliberate practice Medical student Trauma training |
| url | https://doi.org/10.1186/s12909-025-06732-8 |
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