See one, do one, teach one, re-do one; collaborative e-learning for acid-base balance concept acquisition in medical school

• Main Author: Wan Omar, Wan Fatein Nabeila
• Format: Conference or Workshop Item
• Language: English; English; English; English; English; English
• Published: 2021
• Subjects: LB2300 Higher Education; QP Physiology; RT71 Study and Teaching
• Online Access: http://irep.iium.edu.my/93641/1/PicTL%202021%20abstract%20book.pdf; http://irep.iium.edu.my/93641/2/PicTL2021%20Presentation%20Schedule%2021_26%20OCTOBER%202021.pdf; http://irep.iium.edu.my/93641/3/2021_SIJIL%20PicTL164%20%28Poster%29%20-%20SILVER.pdf; http://irep.iium.edu.my/93641/4/PICTL2021_Poster_Format%20%28submit%29.pptx; http://irep.iium.edu.my/93641/5/PICTL%20recording.mp4; http://irep.iium.edu.my/93641/6/Presentation1.pptx; http://irep.iium.edu.my/93641/
• Institution: Universiti Islam Antarabangsa Malaysia

Acid-Base Balance (ABB) refers to mechanisms the body uses to maintain the pH. It is one of the important concepts that must be mastered by medical students, especially that the knowledge is applied throughout the medical career. The traditional teaching of ABB involves a 2-hours lecture and 1-hour tutorial slot. However, ensuring effective delivery of the ABB concept and students’ engagement proves to be challenging in an online setting. Objectives: To facilitate the acquisition of the ABB concept among the medical students in an online environment, we applied the See One, Do One, Teach One, Re-Do One (SoDoToRo) method. Methodology: We delivered a 1.5-hour online lecture on ABB to the first-year medical students (n=151) in International Islamic University Malaysia (See One). Following the lecture, we conducted a 1.5-hour online collaborative learning activity to enhance their comprehension. The activity was comprised of three parts. In Part 1, all students worked individually to identify the acid-base disturbance based on four arterial blood gases datasets (Do One), and to rate their confidence that each answer is correct (5-point Likert scale) in 10 minutes. In Part 2, students worked collaboratively in pairs to interpret another eight arterial blood gases datasets in 20 minutes (Teach One) and submitted their answers. Eventually, in Part 3, students re- answered the first dataset used in Part 1 (Re-do one) and rate their confidence. At the end of the session, we discussed the questions and the learning process. We analysed the overall score and mean confidence between Part 1 and Part 3. Results: Eighty-three students managed to complete the tasks on time and were included in the final analyses. We found significant improvement in the students' scores in Part 3 compared to Part 1 (p < 0.001). Students also reported having higher confidence in their answers in Part 3 compared to Part 1 (p < 0.001). Conclusion: Collaborative e-learning using the SoDoToRo method facilitated ABB concept acquisition among the medical students. Furthermore, it also improved the overall confidence among the students. We proposed that this SoDoToRo method could be further applied to other important concepts in medicine as well.