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.