The hybrid model of clinical skills teaching and the learning theories behind it.

Introduction: There are two popular methods of clinical skillsteaching. One is Peyton’s method, and the other one is RobertGagne’s method. A hybrid model which is a combination ofboth teaching methods is developed and implemented at AvalonUniversity School of Medicine in Clinical Skills. The aim of thestudy was to evaluate the hybrid model of clinical skills teaching.Methods: This is a quasi-experimental study where a controlgroup with a sample size of 26 was compared with two studygroups; one group included 24 participants, and as the other oneconsisting of 16 subjects selected without randomization. Allstudents in the class were included in the study, except for thosewithdrew voluntarily. The quantitative data were gathered in theform of a questionnaire on the Likert scale which was collectedas the end of course evaluations. The quantitative data for theresponses on the Likert scale was analyzed for descriptivestatistics: Mean, Median, and Mode. The quantitative data alsoincluded the students’ performance on assessments of clinicalskills which was analyzed using ANOVA test. The qualitativedata were gathered in the form of open-ended questions in theend of course evaluations. The qualitative data were also collectedfrom the faculty members who were the examiners for the clinicalskills course as the feedback taken from them. Results: There was a significant improvement in the feedback ofstudents (end of course evaluations) after implementing the hybridmodel of clinical skills teaching which was shown by increasedMean, Median, Mode for the most pointers on the Likert scale.Also, there was a notable improvement in the performance ofstudents with a significant p-value (p<0.05) on ANOVA test.Conclusion: The hybrid model is very effective in teaching clinicalskills. This teaching method can be evaluated by replicating thisstudy at larger institutions with more number of students.