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Impact of flipping the classroom combined with clinical skills laboratory training on self-efficacy and surgical skills of veterinary students

Annelies Decloedt (UGent) , Delphine Franco (UGent) , Valentine Martlé (UGent) , Alix Baert (UGent) , An Verwulgen (UGent) and Martin Valcke (UGent)
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Abstract
Introduction: Training in a clinical skills laboratory has recently been introduced as part of the new veterinary curriculum at Ghent University, using dummy models and simulators for teaching various skills. However, time in the skills laboratory is restricted due to the large number of students combined with limited availability of personnel. Therefore, the flipped classroom model is used to maximise active learning experiences. Prior to practical sessions, students are required to study online ‘learning paths’ consisting of text, pictures, videos, background information, a forum for questions and a compulsory pre-class quiz. Methods: The impact of this training was tested using a self-efficacy survey consisting of 20 questions with scales ranging from 0 to 100, and evaluation of surgical skills performance by an objective structured clinical examination (OSCE). Tests were performed pre- and post-training in 3rd bachelor students (n=196). The post-training results were compared to a control group of 2nd master students which had received traditional clinical training in the old curriculum (n=94). Results: The training had a significant positive effect on students’ self-efficacy (paired t-test, pre-test vs. post-test, P<0.001) and surgical skills (P<0.001). Compared to the control group with traditional training, students in the new curriculum showed a higher self-efficacy (P<0.001) and surgical skills (P<0.001) after flipped classroom skills laboratory training. Self-efficacy post-training was significantly correlated with OSCE results (r=0.66, P<0.001). Discussion: Flipping the classroom combined with clinical skills laboratory training significantly improved the self-efficacy and surgical skills of veterinary students compared to the traditional curriculum.

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Chicago
Decloedt, Annelies, Delphine Franco, Valentine Martlé, Alix Baert, An Verwulgen, and Martin Valcke. 2018. “Impact of Flipping the Classroom Combined with Clinical Skills Laboratory Training on Self-efficacy and Surgical Skills of Veterinary Students.” In Proceedings of the VetEd Conference 2018, 86–87. Utrecht: International symposium of the Veterinary Schools Council.
APA
Decloedt, Annelies, Franco, D., Martlé, V., Baert, A., Verwulgen, A., & Valcke, M. (2018). Impact of flipping the classroom combined with clinical skills laboratory training on self-efficacy and surgical skills of veterinary students. Proceedings of the VetEd Conference 2018 (pp. 86–87). Presented at the VetEd Conference 2018, Utrecht: International symposium of the Veterinary Schools Council.
Vancouver
1.
Decloedt A, Franco D, Martlé V, Baert A, Verwulgen A, Valcke M. Impact of flipping the classroom combined with clinical skills laboratory training on self-efficacy and surgical skills of veterinary students. Proceedings of the VetEd Conference 2018. Utrecht: International symposium of the Veterinary Schools Council; 2018. p. 86–7.
MLA
Decloedt, Annelies, Delphine Franco, Valentine Martlé, et al. “Impact of Flipping the Classroom Combined with Clinical Skills Laboratory Training on Self-efficacy and Surgical Skills of Veterinary Students.” Proceedings of the VetEd Conference 2018. Utrecht: International symposium of the Veterinary Schools Council, 2018. 86–87. Print.
@inproceedings{8571448,
  abstract     = {Introduction: Training in a clinical skills laboratory has recently been introduced as part of the new veterinary curriculum at Ghent University, using dummy models and simulators for teaching various skills. However, time in the skills laboratory is restricted due to the large number of students combined with limited availability of personnel. Therefore, the flipped classroom model is used to maximise active learning experiences. Prior to practical sessions, students are required to study online {\textquoteleft}learning paths{\textquoteright} consisting of text, pictures, videos, background information, a forum for questions and a compulsory pre-class quiz.
Methods: The impact of this training was tested using a self-efficacy survey consisting of 20 questions with scales ranging from 0 to 100, and evaluation of surgical skills performance by an objective structured clinical examination (OSCE). Tests were performed pre- and post-training in 3rd bachelor students (n=196). The post-training results were compared to a control group of 2nd master students which had received traditional clinical training in the old curriculum (n=94). 
Results: The training had a significant positive effect on students{\textquoteright} self-efficacy (paired t-test, pre-test vs. post-test, P{\textlangle}0.001) and surgical skills (P{\textlangle}0.001). Compared to the control group with traditional training, students in the new curriculum showed a higher self-efficacy (P{\textlangle}0.001) and surgical skills (P{\textlangle}0.001) after flipped classroom skills laboratory training. Self-efficacy post-training was significantly correlated with OSCE results (r=0.66, P{\textlangle}0.001).
Discussion: Flipping the classroom combined with clinical skills laboratory training significantly improved the self-efficacy and surgical skills of veterinary students compared to the traditional curriculum.},
  author       = {Decloedt, Annelies and Franco, Delphine and Martl{\'e}, Valentine and Baert, Alix and Verwulgen, An and Valcke, Martin},
  booktitle    = {Proceedings of the VetEd Conference 2018},
  location     = {Utrecht, The Netherlands},
  pages        = {86--87},
  publisher    = {International symposium of the Veterinary Schools Council},
  title        = {Impact of flipping the classroom combined with clinical skills laboratory training on self-efficacy and surgical skills of veterinary students},
  year         = {2018},
}