دورية أكاديمية
Impact of Teaching Methods on Clinical Reasoning in Forensic Medicine: A Quasi-Experimental Study.
| العنوان: | Impact of Teaching Methods on Clinical Reasoning in Forensic Medicine: A Quasi-Experimental Study. |
|---|---|
| المؤلفون: | Fatima M; Department of Forensic Medicine, Dow International Medical College and Dow University of Health Sciences, Karachi, Pakistan.; Department of Pathology, Dow University of Health Sciences, Karachi, Pakistan., Khan A; Department of Forensic Medicine, Jinnah Sindh Medical University, Karachi, Pakistan., Naz R; Department of Forensic Medicine, Dow International Medical College and Dow University of Health Sciences, Karachi, Pakistan.; Department of Pathology, Dow University of Health Sciences, Karachi, Pakistan., Noori MY |
| المصدر: | Journal of the College of Physicians and Surgeons--Pakistan : JCPSP [J Coll Physicians Surg Pak] 2024 Sep; Vol. 34 (9), pp. 1096-1100. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: College of Physicians and Surgeons Pakistan Country of Publication: Pakistan NLM ID: 9606447 Publication Model: Print Cited Medium: Internet ISSN: 1681-7168 (Electronic) Linking ISSN: 1022386X NLM ISO Abbreviation: J Coll Physicians Surg Pak Subsets: MEDLINE |
| أسماء مطبوعة: | Original Publication: Karachi : College of Physicians and Surgeons Pakistan, |
| مواضيع طبية MeSH: | Forensic Medicine*/education , Forensic Medicine*/methods , Students, Medical* , Clinical Reasoning* , Education, Medical, Undergraduate*/methods , Clinical Competence* , Educational Measurement* , Teaching*, Humans ; Pakistan ; Female ; Male ; Curriculum ; Problem-Based Learning/methods |
| مستخلص: | Objective: To compare the effectiveness of flipped classroom and video-assisted learning techniques with didactic lectures in promoting clinical reasoning skills in Forensic Medicine. Study Design: Quasi-experimental study. Place and Duration of the Study: Department of Forensic Medicine, Dow International Medical College and Dow University of Health Sciences, Karachi, Pakistan, from May to October 2023. Methodology: The study included 114 third-year medical students divided into three predefined tutorial groups. Over four weeks, within the Forensic Medicine respiratory module, each group was taught one topic per week using a distinct teaching strategy: Traditional lectures (TL) for the first group, flipped classroom (FC) method for the second group, and video-assisted teaching (VAT) for the third group. Students' learning achievements and clinical reasoning skills were assessed through a pre-test, post-test, and revision post-test. Results: Pre-test scores showed no significant differences among the groups (p = 0.655). However, post-test scores differed significantly (F2:111 = 11.93, p <0.001). Tukiye's test indicated that the mean score for the FC group was significantly different from the TL group (p = 0.003) and the VAT group (p <0.001), but there was no significant difference between the TL and VAT groups (p = 0.422). The revision post-test indicated a significant decrease in mean scores across all groups, regardless of the instructional approach (p <0.001). Conclusion: The FC approach for teaching clinical reasoning in Forensic Medicine shows promising results, effectively improving student performance and learning experience. Key Words: Flipped classroom, Video-assisted teaching, Clinical reasoning, Forensic Medicine teaching. |
| تواريخ الأحداث: | Date Created: 20240912 Date Completed: 20240912 Latest Revision: 20240912 |
| رمز التحديث: | 20240912 |
| DOI: | 10.29271/jcpsp.2024.09.1096 |
| PMID: | 39262012 |
| قاعدة البيانات: | MEDLINE |
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