High-Fidelity Patient Simulation Incorporated Into a Flipped Classroom Improves Students' Long-Term Knowledge Retention of Acute Organophosphorus Pesticide Poisoning. Issue 1 (February 2022)

• Record Type: Journal Article
• Authors: Zheng, Ziyu; Liao, Jinli; Zeng, Lijin; Tang, Hao; Li, Hui; Liu, Zhihao; Zhan, Hong; Yang, Zhen; Xiong, Yan; Yuan, Shiwen
• Is Part Of: Simulation in healthcare. Volume 17:Issue 1(2022)
• Publication Date: 2022-02
• Subjects: High-fidelity patient simulation -- flipped classroom -- knowledge retention -- acute organophosphorus pesticide poisoning -- medical student; Simulated patients -- Periodicals; 362.1
• DOI: 10.1097/SIH.0000000000000566
• Languages: English
• ISSNs: 1559-2332

Abstract

Abstract : Introduction: The flipped classroom (FC) approach and high-fidelity patient simulation (HFPS) training have shown promising effects in short-term acquisition or long-term retention of knowledge in medical education. In this study, we aimed to explore the incorporation of HFPS into the FC and the impact on the long-term (3 months after classes) knowledge retention of medical undergraduate students learning about acute organophosphorus pesticide poisoning (AOPP). Methods: Eighty-two fifth-year medical students were randomly divided into an HFPS group (HG, n = 40) and an FC group (FG, n = 42). A postclass quiz and preinternship quiz were performed to assess the short-term knowledge acquisition and long-term (3 months after classes) knowledge retention of both groups of students. Feedback questionnaires were administered immediately after the class and before the internship to assess the students' self-perceived competency. Results: In the postclass quiz, the scores achieved by the students from the HG and FG were 15.58 ± 2.69 and 14.62 ± 2.19, respectively. No significant difference was found between the 2 groups ( P = 0.19). In the preinternship quiz, the scores achieved by the students from the HG (14.50 ± 2.16) were significantly higher than those achieved by the students from the FG (11.40 ± 2.07, P < 0.001). There was no significant difference between the postclass quiz and preinternship quiz scores achieved by the HG students ( P = 0.05). However, scores in the preinternship quiz showed a significant decline compared with the postclass quiz for the FG students ( P < 0.001). Students in the HG gave significantly higher scores for self-perceived confidence in dealing with AOPP patients in the forthcoming internship on the postclass and preinternship questionnaires. Conclusions: The incorporation of HFPS into the FC approach could improve students' long-term knowledge retention of AOPP and enhance their confidence in caring for these patients in their internship.