Abstract

• In the Traditional Learning Model, students are first taught on basic medical knowledge through group lectures, followed by a clinical attachment in which students meet patients and practise medicine in real life scenarios.


• However, the availability of suitable cases for learning during the short clinical attachment is unpredictable. Learning through real life scenarios are important but can be time-consuming and ineffective.


• In this project, we aim to leverage the clinical experience of medical students in the urology rotation with a Hybrid Learning Model.


• In the Hybrid Learning Model, we first utilize a flipped classroom approach and ask students to learn about basic medical knowledge via e-learning modules.


• Apart from the usual clinical attachment, we will also develop ‘E-learning cases’ based on real life scenarios that we have encountered in the past as a form of blended learning.


• The implementation of the flipped classroom approach allows more time for tutors to go through the e-learning cases with the students.


• The implementation of e-learning cases provides more varieties of clinical scenarios for students, and overcome the problems related to the short clinical attachment.


• Through the e-learning cases, tutor can guide students on how to apply their medical knowledge into clinical practice. Students will also be able to recognize which are the important aspects to consider in each real life scenario.


• The combination of the clinical attachment and e-learning cases can complement each other to leverage the clinical experience of medical students.

Brief write-up

Project objectives

In this project, we aimed to leverage the clinical experience of medical students in the urology rotation with a Hybrid Learning Model.

Activities, process and outcomes

We developed 10 eLearning modules and 20 eLearning cases covering various urological conditions. The Hybrid Learning Model was incorporated into our medical teaching. Medical students were first advised to watch the eLearning modules themselves. Four sessions of urology tutorials were arranged to discuss about the eLearning cases. The principal supervisor and co-supervisor of this project guided the students throughout the discussions.

Deliverables and evaluation

The Hybrid Learning Model was successfully implemented and incorporated into our medical teaching. We were able to collect 153 completed surveys from our medical students. The majority of the students agreed that the number, duration and content of eLearning modules were appropriate. The majority of the students agreed that the difficulties of the cases were appropriate and the tutor was able to guide them through the case discussions. The majority of the students agreed that the Hybrid Learning Model was able to help them apply the acquired knowledge into clinical practice and allowed a more in-depth understanding about the conditions being taught.

Dissemination, diffusion, impact and sharing of good practices

The eLearning modules were uploaded to the Blackboard. The results of this project were presented in two educational conferences. With the promising results of our project, this learning model might be extended to other surgical subspecialties.

Video Report

Please click the following link for viewing the report.
https://panopto.cuhk.edu.hk/Panopto/Pages/Viewer.aspx?id=50AF0373-8C27-4011-ACDA-AC7F010D75D1