Impact of Simulation-Based and Flipped Classroom Learning on Self-Perceived Clinical Skills Compared to Traditional Training
Bibliographic Data
| ID | 22047206 |
|---|---|
| Authors | Samuel Agostino (0000-0001-9049-9877, University of Turin, corresponding author), Gian Maria Cherasco (University of Turin), Grazia Papotti (Department of Medical Sciences, University of Turin, 10126 Turin, Italy), Alberto Milan (0000-0002-8863-8572, Candiolo Cancer Institute), Federico Abate Daga (0000-0003-3976-2443, University of Turin), Massimiliano Abate Daga (University of Turin), Franco Veglio (0000-0002-5239-6890, University of Turin) |
| Year | 2024 |
| Volume | 15 |
| Issue | 1 |
| Pages | 31 |
| Publication date | 2024-12-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15010031 |
| OpenAlex | W4405941229 |
| Language | EN |
| Citations received | 3 |
| References cited | 36 |
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 (p
Blended Learning · Educational technology · Flipped Classroom · Flipped learning · Mathematics education · Medical education · Self-efficacy · Computer Science · Innovations in Medical Education · Innovative Teaching Methods · Medicine · Psychology · Simulation-Based Education in Healthcare · Social Psychology
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| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |