Weiyun Chen, Austin Hammond-Bennett, Andrew Hypnar
Examination of motor skill competency in students: evidence-based physical education curriculum
BMC public health
coronavirus disease2019 covid19 pandemic south africa compelled medical schools switch purely online curriculum innovative changes transformed standard clinical skills curriculum increase learning transfer bridge theorypractice gap efficacy intervention remains unknown study aims measure medical students clinical competency affective cognitive psychomotor domains assessing clinical skills knowledge retention transfer online platform compared facetoface blended learning nonrandom crosssectional quasiexperimental study assessed thirdyear medical students knowledge retention learning transfer three domains clinical skills competence data obtained using score sheet directly observed formative trial online summative assessment one hundred one thirdyear medical students volunteered formative onsite assessment tested psychomotor domain two hundred thirtynine students evaluated affective cognitive domains summative online trial miniobjective structured clinical examination tmosce osce scores analysed using descriptive statistics significance findings evaluated comparing osce scores prepandemic 2019 thirdyear medical students statistically significant differences found two cohorts medical students years p 005 2021 blended groups n 101 medians 90 95ci 86 92 82 95ci 80 85 87 95 ci 84 90 psychomotor affective cognitive skills respectively elearning groups affective cognitive skills medians 78 95ci 73 79 76 95ci 71 78 respectively 2019 facetoface cohort n 249 achieved medians 70 95 ci 69 72 84 95ci 82 86 affective psychomotor skills respectively medical students demonstrated near far transfer bridging theorypractice gap three clinical skills domains blended group performed significantly better elearning facetoface groups medical schools educators play vital role overcoming learning challenges achieving higher transfer levels adopting multiple studentcentered teaching delivery approaches arranging immediate application opportunities study offers medical educators suggestions encourage transfer online learning facetoface practice decentralising medical education revised blended learning strategy