An exploratory study on the use of the self-directed learning, self-video recording, peer-to-peer review, and Direct feedback model to enhance clinical skills among medical students in Southern Thailand
4
Issued Date
2026-04-01
Resource Type
ISSN
22779531
eISSN
23196440
Scopus ID
2-s2.0-105039093533
Journal Title
Journal of Education and Health Promotion
Volume
15
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Education and Health Promotion Vol.15 No.1 (2026)
Suggested Citation
Wichian C., Tipwong A., Siripanich E., Baimai S. An exploratory study on the use of the self-directed learning, self-video recording, peer-to-peer review, and Direct feedback model to enhance clinical skills among medical students in Southern Thailand. Journal of Education and Health Promotion Vol.15 No.1 (2026). doi:10.4103/jehp.jehp_904_25 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/116937
Title
An exploratory study on the use of the self-directed learning, self-video recording, peer-to-peer review, and Direct feedback model to enhance clinical skills among medical students in Southern Thailand
Author(s)
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
Abstract
BACKGROUND: Regional teaching hospitals in Southern Thailand must train large student cohorts despite limited faculty and heavy clinical workloads. We explored whether a composite Self-directed learning, Self-video recording, Peer-to-peer review, and Direct feedback (SSPD) model can strengthen core clinical skills under these constraints. MATERIALS AND METHODS: A quasi-experimental one-group pretest–post-test study was conducted among n = 49 clinical-year medical students from Surat Thani and Maharaj Nakhon Si Thammarat Hospitals (March to September 2024). Students completed a four-station Objective Structured Clinical Examination (OSCE) covering history taking, physical examination, procedural skills, and patient counseling both before and after a four-component SSPD intervention. The primary outcome was the change in OSCE scores; secondary outcomes were learner satisfaction and frequency of video use. Mean differences were analyzed with paired-sample t-tests (α = 0.05), and effect sizes were expressed as Cohen’s d with 95% confidence intervals (CI). RESULTS: Significant gains were observed in history taking (Δ = 9.84 ± 15.39; 95% CI: 5.42–14.26; d = 0.64; P < 0.001), physical examination (Δ = 16.37 ± 19.08; 95% CI: 10.89–21.85; d = 0.86; P < 0.001), and patient counseling (Δ = 38.20 ± 18.71; 95% CI: 32.83–43.57; d = 2.04; P < 0.001). Procedural skills showed no meaningful change (Δ = 0.06 ± 17.51; 95% CI: −4.97–5.09; d ≈ 0.00; P = 0.981). Learners reported high satisfaction with self-directed learning and self-video recording components; 51% reviewed their videos. CONCLUSIONS: Despite the absence of a control group, medium-to-large effect sizes in three of four skill domains suggest the SSPD model is a feasible, scalable option for resource-limited clinical settings. Controlled trials should confirm these findings and determine long-term outcomes.