Assessing the Efficacy of Clinical Rounds for Medical Learners at Different Educational Levels Using Clinical Training Models: A Quasi-Experimental Study

Abstract

Background: Clinical education is a fundamental component of medical students' training curricula. A significant portion of clinical learning occurs during bedside rounds. The objective of this study was to evaluate the efficacy of clinical rounds using various clinical education models among medical students. Methods: This single-group quasi-experimental study included 37 medical students and 8 clinical instructors, selected via census sampling, at Afzalipour Hospital, Kerman University of Medical Sciences. The research employed four educational models: the supervision model, the demonstration model, the report-back model, and the division model, implemented during pediatric rotations (neurology, endocrinology, and neonatology). To evaluate the intervention's effectiveness, participants completed pre- and post-test surveys and provided insights through semi-structured interviews. Quantitative data were analyzed using the Wilcoxon, Mann-Whitney U, and Kruskal-Wallis tests, while qualitative data were examined through conventional content analysis. Findings: Findings revealed a significant difference between pre-test (74.4 ± 9.08) and post-test (87.2 ± 9.01) scores (Z = -4.135, P < 0.0001, with a substantial effect size of r = 0.48). Qualitative analysis highlighted benefits (11 categories) and drawbacks (4 categories) of the new educational approach, as well as factors influencing the implementation of educational models (4 categories). Conclusion: The new small-group teaching approach promoted peer learning, enhanced teamwork and self-directed learning skills, increased motivation, facilitated deep and sustained knowledge retention, and improved clinical reasoning and critical thinking abilities. © 2025 Isfahan University of Medical Sciences(IUMS). All rights reserved.