Assessing the clinical reasoning skills of 4th year medical students in Batna

Nora Righi, Loubna Rahmoun, Melissa Doumandji and Samy Slimani *

Faculty of Medicine, University Batna 2, Batna 05000 – Algeria.
 
Research Article
International Journal of Science and Research Archive, 2024, 11(02), 1287–1294.
Article DOI: 10.30574/ijsra.2024.11.2.0551
Publication history: 
Received on 23 February 2024; revised on 07 April 2024; accepted on 10 April 2024
 
Abstract: 
Aim. With the aim of examining the performance, commitment and perception of 4th year medical students in Batna - Algeria with regard to an interactive preparatory tool used in a flipped neuromeningeal infection course and to compare results with other types of teaching including blended as well as distance learning during COVID19.
Methods. we conducted a prospective, evaluative, experimental before-and-after study with comparison maneuvers. Through this study, the success rate of external students 2022-2023 receiving "Reverse Classroom" teaching applied on group A was compared to the success rate of external students of the same year receiving "mixed teaching" applied on group B and to the success rate of external students of the year 2020-2021 (During COVID 19), receiving only "online teaching in downloadable papers" applied on group C consisting of 2 subgroups . All students in group A and B have access to a traditional downloadable paper document coupled with an enhanced e-learning tool including a video. We briefly evaluated this interactive tool during a 01:30-hour lecture in the form of a clinical case, with the same amount of dedicated class time for both subgroups.
Results: Overall, our evaluation showed that the use of the flipped classroom approach is appreciated by students and helps them to learn, understand and retain the essential notions of the course, objectively demonstrated by their response to question 2, 3 and 4, and whose acquisition of the course reached 60% (33.3, 37.1) and 80% (56.0, 49.4) respectively for the A1 and A2 group. The majority asked to adopt it in nearly 67% of cases, which has been reported in studies other. Similarly, our results show the importance of having direct contact with a teacher and feedback during a lecture, and of not exclusively carrying out distance learning without direct contact interaction and feedback.
Conclusion: The flipped classroom defines a blended learning approach in which core content is transferred to students to engage them in active learning exercises during class time.
 
Keywords: 
Flipped classroom; Pedagogical continuity; Interactive pedagogy; Distance learning; Medical pedagogy; Interactive response system
 
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