Quasi-experimental analysis shows significant improvements in generic skills among medical students, indicating effective teaching methodologies.
Key Points
Analytical skills significantly improved, with median scores rising from 3.22 to 4.00 post-intervention, demonstrating the effectiveness of active learning methods.
The study employed a quasi-experimental design, using a one-group pre-test post-test approach with 35 fourth-year medical students.
Improvements in generic skills were notably significant in analytical, perseverance, teamwork, communication, and global abstraction areas (p < 0.05).
The findings suggest that active learning approaches, such as project-based learning and flipped classrooms, effectively enhance generic skills in medical education.