Transforming Clinical Skills Training: Integrating OSCE into Team‑Based Learning for teaching undergraduate medical students
DOI:
https://doi.org/10.12669/pjms.42.6.12667Keywords:
Clinical skills, OSCE, Team-based Learning, Undergraduate Medical StudentsAbstract
Objective: Team-Based Learning (TBL) approach primarily targets the cognitive domain and employs MCQs during iRAT and tRAT stages to promote active learning and problem-solving through collaborative teamwork. We adapted TBL for teaching the psychomotor domain by replacing MCQs with OSCEs during iRAT and tRAT and introducing self-assessment followed by feedback from peers and tutors on clinical skills performance. We assessed the effectiveness of adapted TBL approach on clinical skills performance through comparison with standard clinical teaching.
Methodology: A Quasi-experimental study with a crossover design was carried out from August 2021-May 2022 at HITEC-Institute of Medical Sciences, Pakistan. The study involved two skills stations: obstetric examination & eclampsia drill. The 4th Year MBBS students (n=80) were randomly assigned to control and experimental groups. The control group underwent standard clinical skills training, while the experimental group underwent an adapted TBL learning experience with OSCEs during iRAT and tRAT. The resource materials were provided for both groups and both groups had the opportunity for feedback. Participants’ performance was assessed using pre and post-test OSCEs. Descriptive statistics were reported as mean±SD and inferential statistics were applied to evaluate the statistical significance of changes in scores.
Results: The mean post-test scores of the experimental groups in both OSCE stations were significantly higher than those of the control groups (13.96±0.62 vs 10.34±0.61, p<0.001) and (13.60±0.52 vs 8.45±0.42, p<0. 001. There was no significant difference in the mean pre-test scores.
Conclusions: Adapted TBL integrated with OSCE enhances clinical skill development in undergraduate medical students. The approach encourages both individual and team-based practice of clinical skills, along with structured opportunities for self-assessment and peer and tutor feedback.
