Peer Role‐Play Integration in Flipped Classroom Education Enhances Medical Students' Clinical Reasoning in Child Abuse Management: A Quasi‐Experimental Study

BACKGROUND: Child abuse represents a critical public health challenge requiring medical professionals to possess both theoretical knowledge and practical communication skills. Traditional flipped classrooms, while effective for knowledge acquisition, may inadequately prepare students for emotionally charged clinical encounters. This study evaluated the impact of integrating peer role-play into a flipped classroom approach for teaching child abuse management. METHODS: A quasi-experimental study was conducted among fifth-year medical students during their paediatric rotation. Two cohorts were compared: the 2022 cohort (n = 112) receiving traditional flipped classroom instruction and the 2023 cohort (n = 100) experiencing a flipped classroom with integrated peer role-play. Clinical reasoning and knowledge application were assessed using a Modified Essay Question (MEQ) examination. Student satisfaction was evaluated using a standardised questionnaire. Independent t-tests were used to compare outcomes between cohorts. RESULTS: Students in the peer role-play group achieved significantly higher MEQ scores (75.54 ± 13.06) compared to the traditional group (58.09 ± 13.58), representing a 30% improvement (p < 0.001; Cohen's d = 1.28, 95% CI: 0.74-1.82). Satisfaction ratings were higher across all dimensions (all p < 0.05), particularly engagement (4.84 ± 0.39 vs. 4.21 ± 0.52) and perceived learning effectiveness (4.82 ± 0.41 vs. 4.18 ± 0.48). CONCLUSION: Integrating peer role-play into a flipped classroom model was associated with improved clinical reasoning and knowledge application in child abuse management. This approach represents a feasible and scalable strategy to support active learning in sensitive clinical topics. Further research using performance-based assessments is warranted.