Learning clinical skills through audiovisual aids embedded in electronic-PBL sessions in undergraduate medical curriculum: perception and performance

Abstract

Learning clinical skills in a large group of undergraduate medical students is challenging. Innovative technology-based modalities are being evaluated to complement limited hospital rotations. We determined the effectiveness of clinical skills-related audiovisual (AV) aids embedded in electronic-problem-based learning (PBL) sessions, in terms of students’ feedback and formative Objective Structured Clinical Examinations (OSCE) grades. This mixed-method study was conducted during the Cardiovascular System module in year 3 of the Bachelor of Medicine, Bachelor of Surgery program. The AV aids, mainly consisting of abnormal chest auscultation sounds, were linked to the cases for the intervention group. The control group received only a description of clinical signs. Sessions were conducted using an intranet platform. At the end of the module, feedback was obtained from intervention group students and faculty using a self-administered questionnaire. The learning was compared between intervention and control groups through an OSCE. Finally, focus group interviews were conducted to explore factors underlying deviation from the expected results. Out of 110 intervention group students, 86 (78%) responded. The students appreciated the inclusion of AV aids, as suggested by a high average satisfaction score of 4.2 (SD 0.8). They agreed that, apart from being appropriate and relevant, the aids improved the learning environment and engagement in the process. The tutors also gave a similar feedback. However, no difference in the OSCE scores was found between control and intervention groups. The study indicates that inclusion of AV aids improved students’ engagement and classroom environment in electronic-PBL sessions, but did not improve diagnostic abilities based on the learned clinical skills.

Perceived effectiveness of learning methods among preclinical medical students - role of personality and changes over time

“…For instance, academic performance of extraverts improves as academic activities involving interpersonal interactions increase in the curriculum during advanced years. 26 , 12 Besides, they are known to prefer PBL 5 . In our cohort, extraverts performed better in PBL, suggesting that the academic performance of extraverts can be improved even in preclinical years through engaging them in collaborative, active learning methods.…”

“…Students analyze, inquire, explore and exchange information based on the data given in the scenario. The whole process is facilitated and supervised by a trained faculty member who also grades students’ individual performance 5 . Similarly, TBL is an expert-led interactive and collaborative learning method.…”

Module and Audiovisual Package Interventions in Increasing Students' Knowledge and Hard Skill in Maternity Nursing Courses

“…Technology assistance, such as audiovisual helping during a pandemic, keeps laboratory lectures running. This also shows that students are less interested in traditional learning (Arain et al, 2019). The development of audiovisual learning helps students' clinical skills seen from the results of statistical tests.…”

“…This research is in line with research by Pujol (2019), which states that learning material will be more improved and easier to understand if it is accompanied by moving pictures and media compared to traditional textbooks. A study by Arain et al (2019) explained that interventions using audiovisuals would improve students' understanding of the material in the field of Health, improve students' ability to make decisions in a case, and students' self-ability in field practice. However, providing audiovisual learning does not improve students' abilities and scores in the OSCE exam.…”

Check Solve Pass: A new technique for Student Centric Learning

“…Assessment of the PBL is crucial [5][6][7][8][9], so need to be done with innovative method, so as to map the learning outcome of each member's participation in solving the activity and their ability for peer assessment is to be done.…”