Impact of Teaching Methods on Clinical Reasoning in Forensic Medicine: A Quasi-Experimental Study.

Autor:	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
Jazyk:	angličtina
Zdroj:	Journal of the College of Physicians and Surgeons--Pakistan : JCPSP [J Coll Physicians Surg Pak] 2024 Sep; Vol. 34 (9), pp. 1096-1100.
DOI:	10.29271/jcpsp.2024.09.1096
Abstrakt:	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.
Databáze:	MEDLINE
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