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Keifenheim KE, Petzold ER, Junne F, Erschens RS, Speiser N, Herrmann-Werner A, Zipfel S, Teufel M. Peer-Assisted History-Taking Groups: A Subjective Assessment of their Impact Upon Medical Students' Interview Skills. GMS JOURNAL FOR MEDICAL EDUCATION 2017; 34:Doc35. [PMID: 28890926 PMCID: PMC5569984 DOI: 10.3205/zma001112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 06/14/2016] [Revised: 02/08/2017] [Accepted: 05/04/2017] [Indexed: 05/13/2023]
Abstract
Background and Objectives: Among the clinical skills needed by all physicians, history taking is one of the most important. The teaching model for peer-assisted history-taking groups investigated in the present study consists of small-group courses in which students practice conducting medical interviews with real patients. The purpose of this pilot study was to investigate the expectations, experiences, and subjective learning progress of participants in peer-assisted history-taking groups. Methods: The 42 medical student participants completed a 4-month, peer-assisted, elective history-taking course, which both began and ended with a subjective assessment of their interview skills by way of a pseudonymized questionnaire. Measures comprised the students' self-assessment of their interview skills, their expectations of, and their experiences with the course and especially with the peer tutors. Results: Medical students' most important motivations in attending peer-assisted history-taking groups were becoming able to complete a structured medical interview, to mitigate difficult interviewing situations, and to address patients' emotional demands appropriately. By the end of the course, students' self-assessment of both their interview skills and management of emotional issues improved significantly. Students especially benefitted from individual feedback regarding interview style and relationship formation, as well as generally accepted and had their expectations met by peer tutors. Conclusions: To meet the important learning objectives of history-taking and management of emotional issues, as well as self-reflection and reflection of student-patient interactions, students in the field greatly appreciate practicing medical interviewing in small, peer-assisted groups with real patients. At the same time, peer tutors are experienced to be helpful and supportive and can help students to overcome inhibitions in making contact with patients.
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Affiliation(s)
- Katharina Eva Keifenheim
- University Hospital of Tübingen, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
- *To whom correspondence should be addressed: Katharina Eva Keifenheim, University Hospital of Tübingen, Department of Psychosomatic Medicine and Psychotherapy, Osianderstr. 5, D-72076 Tübingen, Germany, Phone: +49 (0)7071/29-86815, E-mail:
| | - Ernst Richard Petzold
- RWTH Aachen, Department of Psychosomatics and Psychotherapeutic Medicine, Aachen, Germany
| | - Florian Junne
- University Hospital of Tübingen, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
| | - Rebecca Sarah Erschens
- University Hospital of Tübingen, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
| | - Natalie Speiser
- University Hospital of Tübingen, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
| | - Anne Herrmann-Werner
- University Hospital of Tübingen, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
| | - Stephan Zipfel
- University Hospital of Tübingen, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
| | - Martin Teufel
- University Hospital of Tübingen, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
- University of Duisburg-Essen, LVR-University Hospital Essen, Department of Psychosomatic Medicine and Psychotherapy, Essen, Germany
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152
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Gribble N, Ladyshewsky RK, Parsons R. Fluctuations in the emotional intelligence of therapy students during clinical placements: Implication for educators, supervisors, and students. J Interprof Care 2016; 31:8-17. [PMID: 27880065 DOI: 10.1080/13561820.2016.1244175] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
This study investigated the changes in emotional intelligence (EI) of occupational therapy, physiotherapy, and speech pathology students (therapy students). Clinical placements have multiple benefits including the development of interprofessional skills, enhancing practice skills and interpersonal skills. Higher EI competencies have been shown to have a positive impact on patient outcomes, teamwork skills, dealing with stress, and patient satisfaction. Data for this study were collected at two time points: before third-year therapy students commenced extended clinical placements (T1 with 261 students) and approximately 7 months later after students had completed one or more clinical placements (T2 with 109 students). EI was measured using the Emotional Quotient Inventory 2.0 (EQ-i2.0). Only one EI score, assertiveness, demonstrated a significant decline. No EI score showed a significant increase. A third or more of the students showed increases of five points or more in self-actualisation, emotional expression, independence, reality testing and optimism. However, of concern were the five EI scores where therapy students' EI scores decreased by more than five points: assertiveness (where 38% of students declined), problem solving (37%), impulse control (35%), self-actualisation (35%), and stress tolerance (33%). With EI scores declining for some students during clinical placements, there are implications for clinical supervisors and interprofessional facilitators as clinical performance may decline concurrently. There is a range of potential reasons that clinical placements could negatively influence the EI competencies of a therapy student, including poor clinical supervision, conflict between a student, and supervisor and failing a clinical placement. The research suggests that interprofessional facilitators and university educators might consider students undertaking EI tests before clinical placements.
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Affiliation(s)
- Nigel Gribble
- a School of Occupational Therapy and Social Work , Curtin University , Perth , Western Australia , Australia
| | - Richard K Ladyshewsky
- b Graduate School of Business , Curtin University , Perth , Western Australia , Australia
| | - Richard Parsons
- a School of Occupational Therapy and Social Work , Curtin University , Perth , Western Australia , Australia.,c School of Pharmacy , Curtin University , Perth , Western Australia , Australia
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153
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Quantitative and qualitative analysis of student tutors as near-peer teachers in the gross anatomy course. Ann Anat 2016; 210:147-154. [PMID: 27870925 DOI: 10.1016/j.aanat.2016.10.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2016] [Revised: 10/07/2016] [Accepted: 10/07/2016] [Indexed: 11/20/2022]
Abstract
INTRODUCTION Peer teaching is a well-established teaching method in medical education. During the 2012/13 winter term, the Institute of Anatomy and Cell Biology in Ulm, Germany, introduced a longitudinal didactics program ("Train the Tutor": TtT) to train student tutors as near-peer teachers (NPT) in the dissection course (DC). Twenty-three of 38 tutors participated in the programme. Our study describes the educational concept and the NPTs' activities in the dissection course. METHODS NPTs documented their activities on a daily basis in the form of semi-structured reports. A total of 575 reports were quantitatively and qualitatively analysed. Free-text analysis was performed using Grounded Theory followed by code quantification of all indications (n=1868). RESULTS NPTs spend 61% of their time dissecting by themselves or supervising the tutee's dissection process. Organisational tasks had a larger share at the beginning of the course. Just before examinations the proportion of time spent giving feedback rose. Of all positive indications, 45% described experiences working with the tutees. In contrast, 68% of all negative indications were characterized by a self-critical reflection on their own activities. NPTs included all learning domains in their teaching, substantially functioning as teachers and role models to convey particular attitudes. CONCLUSION TtT-Trained Tutors (NPT) clearly met the requirements of a practical course and adjusted their activities in response to the course's progress. NPTs were concerned about their tutees' attitudes and may need more professional support within the TtT program regarding this.
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154
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Morris RPG, Fletcher-Smith JC, Radford KA. A systematic review of peer mentoring interventions for people with traumatic brain injury. Clin Rehabil 2016; 31:1030-1038. [DOI: 10.1177/0269215516676303] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Objective: This systematic review sought evidence concerning the effectiveness of peer mentoring for people with traumatic brain injury. Data sources: Fourteen electronic databases were searched, including PsycINFO, MEDLINE, CINAHL, EMBASE and the Cochrane Library, from inception to September 21 2016. Ten grey literature databases, PROSPERO, two trials registers, reference lists and author citations were also searched. Review methods: Studies which employed a model of one-to-one peer mentoring between traumatic brain injury survivors were included. Two reviewers independently screened all titles and abstracts before screening full texts of shortlisted studies. A third reviewer resolved disagreements. Two reviewers independently extracted data and assessed studies for quality and risk of bias. Results: The search returned 753 records, including one identified through hand searching. 495 records remained after removal of duplicates and 459 were excluded after screening. Full texts were assessed for the remaining 36 studies and six met the inclusion criteria. All were conducted in the United States between 1996 and 2012 and employed a variety of designs including two randomised controlled trials. A total of 288 people with traumatic brain injury participated in the studies. No significant improvements in social activity level or social network size were found, but significant improvements were shown in areas including behavioural control, mood, coping and quality of life. Conclusion: There is limited evidence for the effectiveness of peer mentoring after traumatic brain injury. The available evidence comes from small-scale studies, of variable quality, without detailed information on the content of sessions or the ‘active ingredient’ of the interventions.
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Affiliation(s)
- Richard PG Morris
- Division of Rehabilitation and Ageing, School of Medicine, University of Nottingham, Queen’s Medical Centre, Nottingham, UK
| | - Joanna C Fletcher-Smith
- Division of Rehabilitation and Ageing, School of Medicine, University of Nottingham, Queen’s Medical Centre, Nottingham, UK
| | - Kathryn A Radford
- Division of Rehabilitation and Ageing, School of Medicine, University of Nottingham, Queen’s Medical Centre, Nottingham, UK
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155
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Oyesanya TO, Thomas MA, Brown RL, Turkstra LS. Nurses' Beliefs About Caring for Patients With Traumatic Brain Injury. West J Nurs Res 2016; 38:1114-38. [PMID: 26955844 PMCID: PMC6309255 DOI: 10.1177/0193945916636629] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Patients with traumatic brain injury (TBI) and their families rely on health care providers, particularly nurses, to provide accurate information, yet inaccurate beliefs about TBI have been found among nurses. Although prior studies have assessed nurses' beliefs about TBI recovery and rehabilitation, none have assessed specific beliefs about the nursing role to care for these patients. The purpose of this study was to investigate nurses' beliefs and learning preferences about caring for patients with moderate-to-severe TBI. A cross-sectional survey was administered to 513 nurses at a Midwestern hospital between October and December 2014 (20.3% response rate). Latent class analysis was used. Findings showed that nurses had inaccurate beliefs about TBI relating to recovery and the nursing role, and had significant differences in learning preferences. These findings have implications for development of educational and training interventions specific to nurses to ensure that they have factual information about TBI and to clarify the nursing role.
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Affiliation(s)
- Tolu O. Oyesanya
- University of Wisconsin-Madison, School of Nursing, 5130 Signe Skott Cooper Hall, 701 Highland Ave, Madison, WI 53705, , (414) 559-9923
| | - Mitchell A. Thomas
- University of Wisconsin-Madison, Department of Communication Sciences and Disorders, Scott H. Goodnight Hall, 1975 Willow Dr., Madison, WI 53706, , (262) 960-4923
| | - Roger L. Brown
- University of Wisconsin-Madison, School of Nursing, 4187 Signe Skott Cooper Hall, 701 Highland Ave, Madison, WI 53705, , (608) 263-5281
| | - Lyn S. Turkstra
- University of Wisconsin-Madison, Department of Communication Sciences and Disorders, 474 Scott H. Goodnight Hall, 1975 Willow Dr., Madison, WI 53706, , (608) 262-7583
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156
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Abstract
This study investigated parents' experiences of parental education groups at antenatal and child health care centers, including content, presentation of content, the leader's role, and the importance of other participating parents. Twenty-one interviews with 26 parents from 6 cities across Sweden were analyzed with 3 content analysis approaches. Parents expressed both satisfaction and dissatisfaction with the content, presentation of content, and the leader's role. They reported that social contact with other parents was important, that parenthood topics were covered less frequently than child and childbirth-related topics, and that group activities were less frequent than lectures. When designing future parental education groups, it is important to consider expanding parenthood topics and group activities because this structure is considered to provide support to parents.
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157
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Bates LSW, Warman S, Pither Z, Baillie S. Development and Evaluation of vetPAL, a Student-Led, Peer-Assisted Learning Program. JOURNAL OF VETERINARY MEDICAL EDUCATION 2016; 43:382-389. [PMID: 27404547 DOI: 10.3138/jvme.1015-163r1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Based on an idea from a final-year student, Bristol Veterinary School introduced vetPAL, a student-led, peer-assisted learning program. The program involved fifth-year (final-year) students acting as tutors and leading sessions for fourth-year students (tutees) in clinical skills and revision (review) topics. The initiative aimed to supplement student learning while also providing tutors with opportunities to further develop a range of skills. All tutors received training and the program was evaluated using questionnaires collected from tutees and tutors after each session. Tutees' self-rated confidence increased significantly in clinical skills and for revision topics. Advantages of being taught by students rather than staff included the informal atmosphere, the tutees' willingness to ask questions, and the relatability of the tutors. The small group size and the style of learning in the revision sessions (i.e., group work, discussions, and interactivity) were additional positive aspects identified by both tutees and tutors. Benefits for tutors included developing their communication and teaching skills. The training sessions were considered key in helping tutors feel prepared to lead sessions, although the most difficult aspects were the lack of teaching experience and time management. Following the successful pilot of vetPAL, plans are in place to make the program permanent and sustainable, while incorporating necessary changes based on the evaluation and the student leader's experiences running the program. A vetPAL handbook has been created to facilitate organization of the program for future years.
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158
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Williams B, Reddy P. Does peer-assisted learning improve academic performance? A scoping review. NURSE EDUCATION TODAY 2016; 42:23-29. [PMID: 27237348 DOI: 10.1016/j.nedt.2016.03.024] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2015] [Revised: 03/09/2016] [Accepted: 03/29/2016] [Indexed: 06/05/2023]
Abstract
OBJECTIVES Due to the diverse and ever-changing nature of the healthcare industry, teaching pedagogies such as peer-assisted learning (PAL) are being implemented to align with external competency standards. A scoping review was conducted in order to map the breadth of literature available on PAL and its impact on student performance. METHOD This review used Arksey and O'Malley's six stage scoping methodology. The databases searched included: Cinahl, Ovid Medline, Proquest and Embase as well as grey literature sites and dissertations. RESULTS 22 articles were included in this review, 10 of which were mixed methods randomised controlled trials, one retrospective study, four controlled trials, two randomised cross over controlled trial, three prospective randomised controlled trials, one thesis and one comparative research design. Analysis of the included articles identified three major themes outlining student performance. Student teachers themselves showed the most significant improvement in objective outcomes. The predominant healthcare field addressed were medical students with very few studies being completed on other professions. CONCLUSIONS The search indicated an overall positive response to PAL with the measurable outcome of student tutors being of most significance. Further research is required to determine the relevance for the wider healthcare community.
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Affiliation(s)
- Brett Williams
- Department of Community Emergency Health and Paramedic Practice, Monash University, Victoria, Australia.
| | - Priya Reddy
- Department of Community Emergency Health and Paramedic Practice, Monash University, Victoria, Australia
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159
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Reidlinger DP, Lawrence J, Thomas JE, Whelan K. Peer-assisted learning and small-group teaching to improve practice placement quality and capacity in dietetics. Nutr Diet 2016; 74:349-356. [DOI: 10.1111/1747-0080.12293] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2015] [Revised: 04/30/2016] [Accepted: 05/06/2016] [Indexed: 11/30/2022]
Affiliation(s)
- Dianne P. Reidlinger
- Faculty of Life Sciences & Medicine, Diabetes and Nutritional Sciences Division; King's College London; London UK
- Faculty of Health Sciences and Medicine; Bond University; Gold Coast Queensland Australia
| | - Judy Lawrence
- Faculty of Life Sciences & Medicine, Diabetes and Nutritional Sciences Division; King's College London; London UK
- British Dietetic Association; Birmingham UK
| | - Jane E. Thomas
- Faculty of Life Sciences & Medicine, Diabetes and Nutritional Sciences Division; King's College London; London UK
| | - Kevin Whelan
- Faculty of Life Sciences & Medicine, Diabetes and Nutritional Sciences Division; King's College London; London UK
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160
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Rosenberg CJ, Nanos KN, Newcomer KL. The "Near-Peer" Approach to Teaching Musculoskeletal Physical Examination Skills Benefits Residents and Medical Students. PM R 2016; 9:251-257. [PMID: 27292435 DOI: 10.1016/j.pmrj.2016.06.004] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2015] [Revised: 06/01/2016] [Accepted: 06/05/2016] [Indexed: 10/21/2022]
Abstract
BACKGROUND The musculoskeletal physical examination (MSK PE) is an essential part of medical student training, and it is best taught in a hands-on, longitudinal fashion. A barrier to this approach is faculty instructor availability. "Near-peer" teaching refers to physicians-in-training teaching their junior colleagues. It is unknown whether near-peer teaching is effective in teaching this important physical examination skill. OBJECTIVE To investigate attitudes of medical students and physical medicine and rehabilitation (PM&R) residents regarding near-peer teaching in an MSK PE curriculum. DESIGN Qualitative, anonymous paper and online surveys. SETTING Tertiary academic center with a medical school and PM&R training program. PARTICIPANTS Ninety-nine second- and third-year medical students and 13 PM&R residents in their third or fourth postgraduate year. METHODS Attitudes of second- and third-year medical students were measured immediately after their MSK PE course. Resident attitudes were measured in a single cross-sectional sample. MAIN OUTCOME MEASUREMENTS Student attitudes were assessed via a questionnaire with 5-point Likert scales and a free-text comment section. The resident questionnaire included a combination of multiple-choice questions, rankings, free-text responses, and Likert scales. RESULTS All 99 students completed the questionnaire. The majority of students (n = 79 [80%]) reported that resident involvement as hands-on instructors of examination skills was "very useful," and 87 (88%) indicated that resident-led small discussion groups were "very helpful" or "somewhat helpful." Fifty-seven of 99 students (58%) reported that the resident-facilitated course was "much better" than courses without resident involvement. Twelve of 13 eligible residents completed the survey, and of those, 8 found teaching "very helpful" to their MSK knowledge, and 11 became "somewhat" or "much more confident" in clinical examination skills. CONCLUSIONS Our study supports educational benefits to medical students and resident instructors in our MSK PE program. We recommend including near-peer teaching in medical student education, particularly for hands-on skills; we also recommend providing opportunities for PM&R residents to participate in formal near-peer education. LEVEL OF EVIDENCE Not applicable.
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Affiliation(s)
- Casandra J Rosenberg
- Department of Physical Medicine and Rehabilitation, Mayo Clinic, Rochester, MN(∗)
| | - Katherine N Nanos
- Department of Physical Medicine and Rehabilitation, Mayo Clinic, Rochester, MN(†)
| | - Karen L Newcomer
- Department of Physical Medicine and Rehabilitation, Mayo Clinic, 200 First St SW, Rochester, MN 55905(‡).
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161
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Compère V, Abily J, Moriceau J, Gouin A, Veber B, Dupont H, Lorne E, Fellahi JL, Hanouz JL, Gerard JL, Sibert L, Dureuil B. Residents in tutored practice exchange groups have better medical reasoning as measured by script concordance test: a controlled, nonrandomized study. J Clin Anesth 2016; 32:236-41. [PMID: 27290981 DOI: 10.1016/j.jclinane.2016.03.012] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2015] [Revised: 05/16/2015] [Accepted: 03/05/2016] [Indexed: 11/20/2022]
Abstract
STUDY OBJECTIVE Clinical reasoning by anesthesiology residents in emergency situations where optimal management is uncertain could be improved by setting up a tutored practice exchange group. This study attempted to evaluate the impact of a practice exchange group (PEG), tutored by a senior anesthesiologist, on anesthesiology residents in emergency situations. Changes in clinical reasoning were measured by script concordance tests (SCT). DESIGN We conducted a controlled, non-randomized study. SETTING AND PARTICIPANTS Participants are residents in anesthesiology in Rouen, Caen and Amiens University Hospitals. INTERVENTIONS Two resident groups were made up without randomization. The first group was the control group and consisted of residents from Amiens University Hospital and Caen University Hospital. The second study group (PEG group) consisted of residents from Rouen University Hospital, who followed weekly PEG sessions. Two groups had the same learning objectives except the PEG. MEASUREMENTS In both the control group and the study group, each resident's clinical reasoning was assessed in the same formal manner by SCT. The primary outcome measurement of this study was to compare SCT results in the study group with PEG training (PEG group) with those without (control group). MAIN RESULTS Performance in the SCT, expressed as degree of concordance with the expert panel (95% CI), was better in the PEG group (64% [62.1%-66%]) than in control group (60% [57.5%-62.8%])) (P= .004). CONCLUSION Our study strongly suggests that an expert-directed, peer-conducted educational training program may improve the clinical reasoning of anesthesiology residents as measured by SCT.
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Affiliation(s)
- V Compère
- Department of Anesthesiology and Intensive Care, Rouen University Hospital, France; Laboratory of Neuronal and Neuroendocrine Communication and Differentiation, DC2N, EA4310, U982 Inserm, Federative Institute of Multidisciplinary Research on Neuropeptides 23 (IFRMP 23), Place Emile Blondel, University of Rouen, Mont-Saint-Aignan, France
| | - J Abily
- Department of Anesthesiology and Intensive Care, Rouen University Hospital, France.
| | - J Moriceau
- Department of Anesthesiology and Intensive Care, Rouen University Hospital, France
| | - A Gouin
- Department of Anesthesiology and Intensive Care, Rouen University Hospital, France
| | - B Veber
- Department of Anesthesiology and Intensive Care, Rouen University Hospital, France
| | - H Dupont
- Department of Anesthesiology and Intensive Care, Amiens University Hospital, France
| | - E Lorne
- Department of Anesthesiology and Intensive Care, Amiens University Hospital, France
| | - J L Fellahi
- Department of Anesthesiology and Intensive Care, EA4650, Caen University Hospital, France
| | - J L Hanouz
- Department of Anesthesiology and Intensive Care, EA4650, Caen University Hospital, France
| | - J L Gerard
- Department of Anesthesiology and Intensive Care, EA4650, Caen University Hospital, France
| | - L Sibert
- Department of Medical Pedagogy, University of Rouen, Rouen, France
| | - B Dureuil
- Department of Anesthesiology and Intensive Care, Rouen University Hospital, France
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Isaacs AN, Nisly S, Walton A. Student-generated e-learning for clinical education. CLINICAL TEACHER 2016; 14:129-133. [PMID: 27091138 DOI: 10.1111/tct.12526] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
BACKGROUND Within clinical education, e-learning facilitates a standardised learning experience to augment the clinical experience while enabling learner and teacher flexibility. With the shift of students from consumers to creators, student-generated content is expanding within higher education; however, there is sparse literature evaluating the impact of student-developed e-learning within clinical education. The aim of this study was to implement and evaluate a student-developed e-learning clinical module series within ambulatory care clinical pharmacy experiences. METHODS Three clinical e-learning modules were developed by students for use prior to clinical experiences. E-learning modules were created by fourth-year professional pharmacy students and reviewed by pharmacy faculty members. A pre-/post-assessment was performed to evaluate knowledge comprehension before and after participating in the e-learning modules. Additionally, a survey on student perceptions of this educational tool was performed at the end of the clinical experience. There is sparse literature evaluating the impact of student-developed e-learning within clinical education RESULTS: Of the 31 students eligible for study inclusion, 94 per cent participated in both the pre- and post-assessments. The combined post-assessment score was significantly improved after participating in the student-developed e-learning modules (p = 0.008). The student perception survey demonstrated positive perceptions of e-learning within clinical education. DISCUSSION Student-generated e-learning was able to enhance knowledge and was positively perceived by learners. As e-learning continues to expand within health sciences education, students can be incorporated into the development and execution of this educational tool.
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Affiliation(s)
- Alex N Isaacs
- Purdue University College of Pharmacy, Department of Pharmacy Practice, West Lafayette, Indiana, USA.,Eskenazi Health, Department of Pharmacy Services, Indianapolis, Indiana, USA
| | - Sarah Nisly
- Butler University College of Pharmacy and Health Sciences, Department of Pharmacy Practice, Indianapolis, Indiana, USA.,Indiana University Health - Methodist Hospital, Department of Pharmacy, Indianapolis, Indiana, USA
| | - Alison Walton
- Butler University College of Pharmacy and Health Sciences, Department of Pharmacy Practice, Indianapolis, Indiana, USA.,St. Vincent Health, Department of Pharmacy, Indianapolis, Indiana, USA
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163
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Tai J, Molloy E, Haines T, Canny B. Same-level peer-assisted learning in medical clinical placements: a narrative systematic review. MEDICAL EDUCATION 2016; 50:469-84. [PMID: 26995485 DOI: 10.1111/medu.12898] [Citation(s) in RCA: 74] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2015] [Revised: 08/24/2015] [Accepted: 08/25/2015] [Indexed: 05/08/2023]
Abstract
BACKGROUND Peer-assisted learning (PAL) is increasingly used in medical education, and the benefits of this approach have been reported. Previous reviews have focused on the benefits of peer tutoring of junior students by senior students. Forms of PAL such as discussion groups and role-playing have been neglected, as have alternative teacher-learner configurations (e.g. same-level PAL) and the effects on other stakeholders, including clinician educators and patients. This review examines the benefits of same-level PAL for students, clinician educators and patients in pre-registration clinical medical education. METHODS Medline, PsycINFO, CINAHL and ERIC were searched in March 2014. A total of 1228 abstracts were retrieved for review; 64 full-text papers were assessed. Data were extracted from empirical studies describing a same-level PAL initiative in a clinical setting, focusing on effects beyond academic performance and student satisfaction. Qualitative thematic analysis was employed to identify types of PAL and to cluster the reported PAL effects. RESULTS Forty-three studies were included in the review. PAL activities were categorised into role-play, discussion, teaching and assessment. Only 50% of studies reported information beyond self-report and satisfaction with the PAL intervention. Benefits for students (including development of communication and professional skills) and clinician educators (developing less-used facilitation skills) were reported. Direct patient outcomes were not identified. Caveats to the use of PAL emerged, and guidelines for the use of PAL were perceived as useful. CONCLUSION Many student-related benefits of PAL were identified. PAL contributes to the development of crucial skills required for a doctor in the workplace. Vertical integration of learning and teaching skills across the curriculum and tools such as feedback checklists may be required for successful PAL in the clinical environment. Benefits for patients and educators were poorly characterised within the included studies. Future work should evaluate the use of PAL with regards to student, clinician educator and patient outcomes.
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Affiliation(s)
- Joanna Tai
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Australia
| | - Elizabeth Molloy
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Australia
| | - Terry Haines
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Australia
| | - Benedict Canny
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Australia
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164
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Farsi Z, Sajadi SA, Eslami R. Effects of Peer Education and Orientation Tour on Anxiety in Patient Candidates for Coronary Angiography. Nurs Midwifery Stud 2016. [DOI: 10.17795/nmsjournal31624] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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165
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Karupaiah T, Reinhard T, Krishnasamy S, Tan SP, Se CH. Incorporating the Nutrition Care Process model into dietetics internship evaluation: A Malaysian university experience. Nutr Diet 2016. [DOI: 10.1111/1747-0080.12265] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Tilakavati Karupaiah
- School of Healthcare Sciences, Faculty of Health Sciences; National University of Malaysia; Kuala Lumpur Malaysia
| | - Tonia Reinhard
- School of Medicine; Wayne State University; Detroit Michigan USA
| | - Shanthi Krishnasamy
- School of Healthcare Sciences, Faculty of Health Sciences; National University of Malaysia; Kuala Lumpur Malaysia
| | - Shy-Pyng Tan
- School of Healthcare Sciences, Faculty of Health Sciences; National University of Malaysia; Kuala Lumpur Malaysia
| | - Chee-Hee Se
- School of Healthcare Sciences, Faculty of Health Sciences; National University of Malaysia; Kuala Lumpur Malaysia
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Carr SE, Brand G, Wei L, Wright H, Nicol P, Metcalfe H, Saunders J, Payne J, Seubert L, Foley L. "Helping someone with a skill sharpens it in your own mind": a mixed method study exploring health professions students experiences of Peer Assisted Learning (PAL). BMC MEDICAL EDUCATION 2016; 16:48. [PMID: 26846665 PMCID: PMC4743107 DOI: 10.1186/s12909-016-0566-8] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2015] [Accepted: 01/28/2016] [Indexed: 05/12/2023]
Abstract
BACKGROUND Peer assisted learning (PAL) has been described as "the development of knowledge and skill through active help and support among status equals or matched companions". To enhance the learning experience of health professions students and improve collaborative and collegial learning, six pilot Peer Assisted Learning (PAL) projects were conducted across a health science faculty. METHODS A responsive mixed method evaluation design was applied to explore the adequacy of the preparation for PAL, the impact PAL had on student attainment of examination, consultation, communication and feedback skills and to explore students' learning experiences through PAL. RESULTS The 149 participants agreed the training programme was well organised, offered a safe learning environment and prepared the participant for the PAL activity. The impact of PAL included improvements in students' confidence and ability to give feedback and developed students' teaching, clinical and communication skills. Qualitative analysis revealed participants experienced deeper learning through teaching and learning from their peers, became more open to giving and receiving feedback and valued the comfortable/safe learning environment offered through PAL. CONCLUSION Providing appropriate training in peer teaching and feedback and the schools engagement and openness to peer learning in the classroom and clinical setting enhances students' peer assisted learning experience.
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Affiliation(s)
- Sandra E Carr
- Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, MB515, 35 Stirling Hwy, Crawley, 6009, WA, Australia.
| | - Gabrielle Brand
- Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, MB515, 35 Stirling Hwy, Crawley, 6009, WA, Australia
| | - Li Wei
- Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, MB515, 35 Stirling Hwy, Crawley, 6009, WA, Australia
| | - Helen Wright
- Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, MB515, 35 Stirling Hwy, Crawley, 6009, WA, Australia
| | - Pam Nicol
- Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, MB515, 35 Stirling Hwy, Crawley, 6009, WA, Australia
| | - Helene Metcalfe
- Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, MB515, 35 Stirling Hwy, Crawley, 6009, WA, Australia
| | - Julie Saunders
- Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, MB515, 35 Stirling Hwy, Crawley, 6009, WA, Australia
| | - John Payne
- Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, MB515, 35 Stirling Hwy, Crawley, 6009, WA, Australia
| | - Liza Seubert
- Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, MB515, 35 Stirling Hwy, Crawley, 6009, WA, Australia
| | - Laurie Foley
- Faculty of Medicine, Dentistry and Health Sciences, The University of Western Australia, MB515, 35 Stirling Hwy, Crawley, 6009, WA, Australia
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Shouldering the Burden of Evidence-Based Practice: The Experiences of Physiotherapists Partaking in a Community of Practice. Rehabil Res Pract 2016; 2016:9051378. [PMID: 26904293 PMCID: PMC4745822 DOI: 10.1155/2016/9051378] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2015] [Accepted: 12/30/2015] [Indexed: 11/18/2022] Open
Abstract
The study aim was to elicit the motivators, barriers, and benefits of participation in a Community of Practice (CoP) for primary care physiotherapists. We used a qualitative approach using semistructured interviews. The participants were twelve physiotherapists partaking in a newly formed Shoulder CoP. A desire for peer support was the strongest motivator for joining, with improving clinical practice being less apparent. Barriers to participation included time and work pressures and poor research skills. The structure of the CoP, in terms of access to meetings and the provision of preparation work and deadlines for the journal clubs, was reported to be a facilitator. Multiple benefits ensued from participation. The role of teamwork was emphasised in relation to reducing isolation and achieving goals. The majority of participants reported positive clinical practice changes in terms of improved patient education, increased confidence, and availability of new resources. All participants reported some element of personal growth and development, in particular in their evidence-based practice skills. The results provide support for the use of CoPs as a means of continuing professional development for physiotherapists in the workplace, as significant benefits are gained in terms of evidence-based practice (EBP), patient care, and therapist personal development.
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Kooloos JGM, van Kuppeveld TKS, Bolhuis S, Vorstenbosch M. The Effect of In-Class Formality during a Peer-Teaching Activity on Student’s Satisfaction, Perceived Participation and Learning Gain. ACTA ACUST UNITED AC 2016. [DOI: 10.4236/ce.2016.713184] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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169
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Bugaj TJ, Nikendei C. Practical Clinical Training in Skills Labs: Theory and Practice. GMS JOURNAL FOR MEDICAL EDUCATION 2016; 33:Doc63. [PMID: 27579363 PMCID: PMC5003146 DOI: 10.3205/zma001062] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 09/28/2015] [Revised: 02/15/2016] [Accepted: 05/09/2016] [Indexed: 05/13/2023]
Abstract
Today, skills laboratories or "skills labs", i.e. specific practical skill training facilities, are a firmly established part of medical education offering the possibility of training clinical procedures in a safe and fault-forging environment prior to real life application at bedside or in the operating room. Skills lab training follows a structured teaching concept, takes place under supervision and in consideration of methodological-didactic concepts, ideally creating an atmosphere that allows the repeated, anxiety- and risk-free practice of targeted skills. In this selective literature review, the first section is devoted to (I) the development and dissemination of the skills lab concept. There follows (II) an outline of the underlying idea and (III) an analysis of key efficacy factors. Thereafter, (IV) the training method's effectiveness and transference are illuminated, before (V) the use of student tutors, in the sense of peer-assisted-learning, in skills labs is discussed separately. Finally, (VI) the efficiency of the skills lab concept is analyzed, followed by an outlook on future developments and trends in the field of skills lab training.
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Affiliation(s)
- T. J. Bugaj
- University Hospital Heidelberg, Center for Psychosocial Medicine, Department of General Internal Medicine and Psychosomatics, Heidelberg, Germany
| | - C. Nikendei
- University Hospital Heidelberg, Center for Psychosocial Medicine, Department of General Internal Medicine and Psychosomatics, Heidelberg, Germany
- *To whom correspondence should be addressed: C. Nikendei, University Hospital Heidelberg, Center for Psychosocial Medicine, Department of General Internal Medicine and Psychosomatics, Im Neuenheimer Feld, D-69120 Heidelberg, Germany, Phone: +49 (0)6221/56-38663, Fax: +49 (0)6221/56-5749, E-mail:
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170
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Bugaj TJ, Mücksch C, Schmid C, Junne F, Erschens R, Herzog W, Nikendei C. Peer-led Stress Prevention Seminars in the First Year of Medical School--A Project Report. GMS JOURNAL FOR MEDICAL EDUCATION 2016; 33:Doc3. [PMID: 26958651 PMCID: PMC4766929 DOI: 10.3205/zma001002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 05/21/2015] [Revised: 11/17/2015] [Accepted: 11/25/2015] [Indexed: 05/13/2023]
Abstract
INTRODUCTION From the beginning of the first year of medical studies, increased psychological stress and elevated burnout prevalence rates can be registered compared to sample populations. Characterized by learning "on an equal footing", the principle of peer-assisted learning (PAL) is widely used in medical education. This report aims to showcase the development and evaluation of peer-led stress prevention seminars for first year medical students after one year of implementation. PROJECT DESCRIPTION With each of the three sessions lasting 90 min., the stress prevention seminars took place in small groups (6-10 students) in the period from November 2013 to January 2014 and from November 2014 to December 2014 at the Medical Faculty of Heidelberg. Led by trained peers, the seminar content ranged from psycho-educational elements, i.e. time management strategy development and test anxiety assistance, to relaxation techniques. All seminar sessions were evaluated via questionnaire. All questions were answered on a Likert scale ranging from 1 to 7 (1=strongly agree; 7=strongly disagree). RESULTS 75 students consented to participate in seminars (65% female; aged 20.5±3.3 years). The series of seminars was averagely given the school grade of 1.2±0.4 (1=very good to 6=unsatisfactory) in WS 2013/14 and 1.5±0.5 in the following year and the peer tutors' competence was evaluated as very high (1.4 to 1.5 approval rate on the Likert scale). DISCUSSION The seminar sessions' importance to the students is underlined by their very positive evaluations. This offer seems to have benefited students especially during the demanding transitional phase at the start of their studies. Both the implementation of the preventive measure at an early stage as well as the use of PAL seem to have proven effective. CONCLUSION PAL seems to be effective in the field of stress prevention. However, specific efficacy studies are still lacking.
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Affiliation(s)
- Till Johannes Bugaj
- University Hospital of Heidelberg, Department of General Internal and Psychosomatic Medicine, Heidelberg, Germany
| | - Christine Mücksch
- University Hospital of Heidelberg, Department of General Internal and Psychosomatic Medicine, Heidelberg, Germany
| | - Carolin Schmid
- University Hospital of Heidelberg, Department of General Internal and Psychosomatic Medicine, Heidelberg, Germany
| | - Florian Junne
- University Hospital of Tübingen, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
| | - Rebecca Erschens
- University Hospital of Tübingen, Department of Psychosomatic Medicine and Psychotherapy, Tübingen, Germany
| | - Wolfgang Herzog
- University Hospital of Heidelberg, Department of General Internal and Psychosomatic Medicine, Heidelberg, Germany
| | - Christoph Nikendei
- University Hospital of Heidelberg, Department of General Internal and Psychosomatic Medicine, Heidelberg, Germany
- *To whom correspondence should be addressed: Christoph Nikendei, University Hospital of Heidelberg, Department of General Internal and Psychosomatic Medicine, Thibautstraße 2, D-69115 Heidelberg, Germany, Phone: +49 (0)6221/56-3-8663, Fax: +49 (0)6221/56-5749, E-mail:
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171
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Charlier N, Van Der Stock L, Iserbyt P. Peer-assisted Learning in Cardiopulmonary Resuscitation: The Jigsaw Model. J Emerg Med 2016; 50:67-73. [DOI: 10.1016/j.jemermed.2015.04.002] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2014] [Revised: 03/27/2015] [Accepted: 04/07/2015] [Indexed: 10/23/2022]
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Abstract
This article describes implementation of the Creighton Simulation Evaluation Instrument to evaluate student performance during a simulated home visit experience. A total of 48 groups of students participating in the simulation were evaluated by peer evaluators and faculty. Interrater reliability was found to be low to fair. Low agreement between raters may be a result of a number of factors, including enhanced faculty familiarity with the instrument and being able to identify evidence of critical thinking being displayed by the students engaged in the simulation.
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Affiliation(s)
- Kae Rivers Livsey
- About the Author Kae Rivers Livsey, PhD, RN, MPH, is an associate professor, Western Carolina University School of Nursing, Asheville, North Carolina. The author thanks the J Corbett Charitable Trust, Dr. Soo Kim Godwin, Debra Ezzell, Carol Highsmith, and Heidi Winslow for their support and contributions to this work. Contact Dr. Livesy at
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173
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Walpola RL, Fois RA, McLachlan AJ, Chen TF. Evaluating the effectiveness of a peer-led education intervention to improve the patient safety attitudes of junior pharmacy students: a cross-sectional study using a latent growth curve modelling approach. BMJ Open 2015; 5:e010045. [PMID: 26646830 PMCID: PMC4680010 DOI: 10.1136/bmjopen-2015-010045] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVE Despite the recognition that educating healthcare students in patient safety is essential, changing already full curricula can be challenging. Furthermore, institutions may lack the capacity and capability to deliver patient safety education, particularly from the start of professional practice studies. Using senior students as peer educators to deliver practice-based education can potentially overcome some of the contextual barriers in training junior students. Therefore, this study aimed to evaluate the effectiveness of a peer-led patient safety education programme for junior pharmacy students. DESIGN A repeat cross-sectional design utilising a previously validated patient safety attitudinal survey was used to evaluate attitudes prior to, immediately after and 1 month after the delivery of a patient safety education programme. Latent growth curve (LGC) modelling was used to evaluate the change in attitudes of first-year students using second-year students as a comparator group. SETTING Undergraduate university students in Sydney, Australia. PARTICIPANTS 175 first-year and 140 second-year students enrolled in the Bachelor of Pharmacy programme at the University of Sydney. INTERVENTION An introductory patient safety programme was implemented into the first-year Bachelor of Pharmacy curriculum at the University of Sydney. The programme covered introductory patient safety topics including teamwork, communication skills, systems thinking and open disclosure. The programme consisted of 2 lectures, delivered by a senior academic, and a workshop delivered by trained final-year pharmacy students. RESULTS A full LGC model was constructed including the intervention as a non-time-dependent predictor of change (χ(2) (51)=164.070, root mean square error of approximation=0.084, comparative fit index=0.913, standardised root mean square=0.056). First-year students' attitudes significantly improved as a result of the intervention, particularly in relation to internalising errors (p=0.010), questioning behaviours (p<0.001) and open disclosure (p=0.008). CONCLUSIONS Peer-led education is an effective method that can be adopted to improve junior pharmacy students' attitudes towards patient safety.
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Affiliation(s)
- Ramesh L Walpola
- Faculty of Pharmacy, The University of Sydney, Camperdown, New South Wales, Australia
| | - Romano A Fois
- Faculty of Pharmacy, The University of Sydney, Camperdown, New South Wales, Australia
| | - Andrew J McLachlan
- Faculty of Pharmacy, The University of Sydney, Camperdown, New South Wales, Australia
- Centre for Education and Research on Ageing, Concord Repatriation General Hospital, Concord, Sydney, New South Wales, Australia
| | - Timothy F Chen
- Faculty of Pharmacy, The University of Sydney, Camperdown, New South Wales, Australia
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174
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Delany C, Miller KJ, El-Ansary D, Remedios L, Hosseini A, McLeod S. Replacing stressful challenges with positive coping strategies: a resilience program for clinical placement learning. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2015; 20:1303-24. [PMID: 25835325 DOI: 10.1007/s10459-015-9603-3] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2014] [Accepted: 03/25/2015] [Indexed: 05/27/2023]
Abstract
Clinical education is foundational to health professional training. However, it is also a time of increased stress for students. A student's perception of stressors and their capacity to effectively manage them is a legitimate concern for educators, because anxiety and decreased coping strategies can interfere with effective learning, clinical performance and capacity to care for patients. Resilience is emerging as a valuable construct to underpin positive coping strategies for learning and professional practice. We report the development and evaluation of a psycho-education resilience program designed to build practical skills-based resilience capacities in health science (physiotherapy) students. Six final year undergraduate physiotherapy students attended four action research sessions led by a clinical health psychologist. Resilience strategies drawn from cognitive behavioural therapy, and positive and performance psychology were introduced. Students identified personal learning stressors and their beliefs and responses. They chose specific resilience-based strategies to address them, and then reported their impact on learning performance and experiences. Thematic analysis of the audio-recorded and transcribed action research sessions, and students' de identified notes was conducted. Students' initial descriptions of stressors as 'problems' outside their control resulting in poor thinking and communication, low confidence and frustration, changed to a focus on how they managed and recognized learning challenges as normal or at least expected elements of the clinical learning environment. The research suggests that replacing stressful challenges with positive coping strategies offers a potentially powerful tool to build self-efficacy and cognitive control as well as greater self-awareness as a learner and future health practitioner.
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Affiliation(s)
- C Delany
- Physiotherapy Department, School of Health Sciences, The University of Melbourne, Melbourne, Australia.
| | - K J Miller
- Physiotherapy Department, School of Health Sciences, The University of Melbourne, Melbourne, Australia
- Department of Physical Therapy, University of British Columbia, Vancouver, Canada
| | - D El-Ansary
- Physiotherapy Department, School of Health Sciences, The University of Melbourne, Melbourne, Australia
| | - L Remedios
- Physiotherapy Department, School of Health Sciences, The University of Melbourne, Melbourne, Australia
| | - A Hosseini
- Centre for Mental Health, Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, Australia
| | - S McLeod
- Physiotherapy Department, School of Health Sciences, The University of Melbourne, Melbourne, Australia
- SAM (Seek Arrive Maximise) Centre, Melbourne, Australia
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175
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Thoirs K, Osborne B, Childs JT, Parange N, Maranna S. Skill development of beginner sonography students using high-fidelity simulators: Initial experiences. SONOGRAPHY 2015. [DOI: 10.1002/sono.12043] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Kerry Thoirs
- International Centre for Allied Health Evidence ( i CAHE); City East Campus, North Tce, Adelaide, University of South Australia; GPO Box 2471 Adelaide SA 5001 Australia
- School of Health Sciences; University of South Australia; GPO Box 2471 Adelaide SA 5001 Australia
| | - Brooke Osborne
- School of Health Sciences; University of South Australia; GPO Box 2471 Adelaide SA 5001 Australia
| | - Jessie T. Childs
- School of Health Sciences; University of South Australia; GPO Box 2471 Adelaide SA 5001 Australia
| | - Nayana Parange
- School of Health Sciences; University of South Australia; GPO Box 2471 Adelaide SA 5001 Australia
| | - Sandy Maranna
- School of Health Sciences; University of South Australia; GPO Box 2471 Adelaide SA 5001 Australia
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176
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Pegram A, Fordham-Clarke C. Implementing peer learning to prepare students for OSCEs. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2015; 24:1060-1065. [PMID: 26618676 DOI: 10.12968/bjon.2015.24.21.1060] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
First-year nursing students undertaking a first-year clinical skills module were given an opportunity to take part in a voluntary peer learning scheme, where they would learn from more senior students. It was envisaged this would help the students prepare for the module's summative assessment-an objective structured clinical examination (OSCE), which students can find stressful. The first-year students found peer learning helped them improve clinical skills, reduced anxiety and increased their self-confidence, and they appreciated the non-threatening learning environment and constructive feedback. The more senior students felt it helped prepare them for their mentoring role after registration. Incorporating peer learning more widely into the curriculum would allow it to be evaluated in more depth.
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Affiliation(s)
- Anne Pegram
- Lecturer, Florence Nightingale Faculty of Nursing and Midwifery, King's College London
| | - Carol Fordham-Clarke
- Lecturer, Florence Nightingale Faculty of Nursing and Midwifery, King's College London
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177
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Scicluna HA, O'Sullivan AJ, Boyle P, Jones PD, McNeil HP. Peer learning in the UNSW Medicine program. BMC MEDICAL EDUCATION 2015; 15:167. [PMID: 26432695 PMCID: PMC4592546 DOI: 10.1186/s12909-015-0450-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2015] [Accepted: 09/22/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND The UNSW Australia Medicine program explicitly structures peer learning in program wide mixing of students where students from two adjoining cohorts complete the same course together, including all learning activities and assessment. The purpose of this evaluation is to explore the student experience of peer learning and determine benefits and concerns for junior and senior students. METHODS All medical students at UNSW Australia in 2012 (n = 1608) were invited to complete the Peer Learning Questionnaire consisting of 26 fixed-response items and 2 open-ended items exploring vertical integration and near-peer teaching. Assessment data from vertically integrated and non-vertically integrated courses were compared for the period 2011-2013. RESULTS We received valid responses from 20 % of medical students (n = 328). Eighty percent of respondents were positive about their experience of vertical integration. Year 1 students reported that second year students provided guidance and reassurance (87.8 %), whilst year 2 students reported that the senior role helped them to improve their own understanding, communication and confidence (84 %). Vertical integration had little effect on examination performance and failure rates. CONCLUSIONS This evaluation demonstrates that vertical integration of students who are one year apart and completing the same course leads to positive outcomes for the student experience of learning. Students benefit through deeper learning and the development of leadership qualities within teams. These results are relevant not only for medical education, but also for other professional higher education programs.
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Affiliation(s)
| | | | | | | | - H Patrick McNeil
- Faculty of Medicine and Health Sciences, Macquarie University, Sydney, Australia.
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178
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Stenberg M, Carlson E. Swedish student nurses' perception of peer learning as an educational model during clinical practice in a hospital setting-an evaluation study. BMC Nurs 2015; 14:48. [PMID: 26435698 PMCID: PMC4592542 DOI: 10.1186/s12912-015-0098-2] [Citation(s) in RCA: 44] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2015] [Accepted: 09/18/2015] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Peer learning, a collaborative learning model has no tradition in clinical education for undergraduate student nurses in Sweden, and little is reported of the student experience. An increasing number of students have led to a pressing need for preceptors and clinical placements thus, highlighting the need for a supportive educational model. The objectives for the current study were to explore how student nurses' evaluated peer learning as an educational model during clinical practice in a hospital setting, and to compare perceptions among student nurses from year one and three. METHODS A questionnaire developed for the purpose of this study was developed and responded to by 62 (year one) and 73 (year three) student nurses. Data were collected between 2011 and 2013. The questionnaire contained six open- ended and eight closed questions on a four point Likert-scale. Written responses were analysed by content analysis and the closed questions by using descriptive statistics. Mann-Whitney U-test was used to examine differences in relation to students from year one and three. RESULTS The peer learning experience was evaluated in a positive way. Statistical significance differences were shown for two out of eight closed questions. The peer learning activities were evaluated as supportive and relevant for learning. Three categories emerged from the content analysis: "a feeling of safety", "a sense of competition" and "the learning experience". CONCLUSION A feeling of safety seems to be connected to students' perception of increased learning and independence. However, the sense of negative competition needs to be addressed when students are prepared for the teaching and learning activities in the peer learning model. Finally, what needs to be further investigated is what challenges and opportunities the peer learning model presents to preceptors.
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Affiliation(s)
- Marie Stenberg
- Department of Care Science; Faculty of Health and Society, Malmö University, Jan Waldenströms gata 25, SE 214 28 Malmö, Sweden
| | - Elisabeth Carlson
- Department of Care Science; Faculty of Health and Society, Malmö University, Jan Waldenströms gata 25, SE 214 28 Malmö, Sweden
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179
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Ievers-Landis CE, Hazen RA, Fehr KK. Competencies in Training at the Graduate Student Level: Example of a Pediatric Psychology Seminar Course. CLINICAL PRACTICE IN PEDIATRIC PSYCHOLOGY 2015; 3:197-204. [PMID: 26900536 DOI: 10.1037/cpp0000104] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The recently developed competencies in pediatric psychology from the Society of Pediatric Psychology (SPP) Task Force on Competencies and Best Training Practices in Pediatric Psychology provide a benchmark to evaluate training program practices and student progress toward training in level-specific competency goals. Graduate-level training presents a unique challenge for addressing the breadth of competencies required in pediatric psychology while maintaining development of broader clinical psychology training goals. We describe a recurring graduate-level pediatric psychology seminar course that addresses training in a number of the competency cluster areas. The structure of the seminar, examples of classroom topics that correspond with competency cluster areas as well as benchmarks used to evaluate each student's development in the competency area are provided. Specific challenges in developing and maintaining the seminar in this format are identified, and possible solutions are offered. This training format could serve as a model for established pediatric psychology programs to expand their didactic training goals or for programs without formal pediatric psychology training to address competencies outside of clinical placements.
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Affiliation(s)
- Carolyn E Ievers-Landis
- Division of Developmental and Behavioral Pediatrics & Psychology, Rainbow Babies & Children's Hospital, University Hospitals Case Medical Center; Departments of Pediatrics and Psychological Sciences, Case Western Reserve University
| | - Rebecca A Hazen
- Division of Developmental and Behavioral Pediatrics & Psychology, Rainbow Babies & Children's Hospital, University Hospitals Case Medical Center; Departments of Pediatrics and Psychological Sciences, Case Western Reserve University
| | - Karla K Fehr
- Department of Psychology, Southern Illinois University, Carbondale
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180
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Dumas BP, Hollerbach AD, Stuart GW, Duffy ND. Expanding Simulation Capacity: Senior-Level Students as Teachers. J Nurs Educ 2015; 54:516-9. [DOI: 10.3928/01484834-20150814-06] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2014] [Accepted: 04/16/2015] [Indexed: 11/20/2022]
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181
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Srivastava TK, Waghmare LS, Mishra VP, Rawekar AT, Quazi N, Jagzape AT. Peer Teaching to Foster Learning in Physiology. J Clin Diagn Res 2015; 9:JC01-6. [PMID: 26435969 DOI: 10.7860/jcdr/2015/15018.6323] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2015] [Accepted: 07/15/2015] [Indexed: 11/24/2022]
Abstract
INTRODUCTION Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. MATERIALS AND METHODS Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. RESULTS The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. CONCLUSION Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness; deliberate practice, and self-explanation. Coupled with immediate feedback and reflective exercises, learning can be measurably enhanced along with improved teaching skills.
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Affiliation(s)
- Tripti K Srivastava
- Professor, Department of Physiology, Professor & Head, Department of Medical Education, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences (DU) , Sawangi(M), Wardha, India
| | - Lalitbhushan S Waghmare
- Professor, Department of Physiology, Dean, Interdisciplinary Health Sciences, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences (DU) , Sawangi(M), Wardha, India
| | | | - Alka T Rawekar
- Professor, Department of Physiology, Dean, Interdisciplinary Health Sciences, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences (DU) , Sawangi(M), Wardha, India
| | - Nazli Quazi
- Professor, Department of Physiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences (DU) , Sawangi(M), Wardha, India
| | - Arunita T Jagzape
- Associate Professor, Department of Physiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences (DU) , Sawangi(M), Wardha, India
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182
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Bennett D, O’Flynn S, Kelly M. Peer assisted learning in the clinical setting: an activity systems analysis. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2015; 20:595-610. [PMID: 25269766 PMCID: PMC4495258 DOI: 10.1007/s10459-014-9557-x] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2014] [Accepted: 08/17/2014] [Indexed: 05/15/2023]
Abstract
Peer assisted learning (PAL) is a common feature of medical education. Understanding of PAL has been based on processes and outcomes in controlled settings, such as clinical skills labs. PAL in the clinical setting, a complex learning environment, requires fresh evaluation. Socio-cultural theory is proposed as a means to understand educational interventions in ways that are practical and meaningful. We describe the evaluation of a PAL intervention, introduced to support students' transition into full time clinical attachments, using activity theory and activity systems analysis (ASA). Our research question was How does PAL transfer to the clinical environment? Junior students on their first clinical attachments undertook a weekly same-level, reciprocal PAL activity. Qualitative data was collected after each session, and focus groups (n = 3) were held on completion. Data was analysed using ASA. ASA revealed two competing activity systems on clinical attachment; Learning from Experts, which students saw as the primary function of the attachment and Learning with Peers, the PAL intervention. The latter took time from the first and was in tension with it. Tensions arose from student beliefs about how learning takes place in clinical settings, and the importance of social relationships, leading to variable engagement with PAL. Differing perspectives within the group were opportunities for expansive learning. PAL in the clinical environment presents challenges specific to that context. Using ASA helped to describe student activity on clinical attachment and to highlight tensions and contradictions relating PAL in that setting. Planning learning opportunities on clinical placements, must take account of how students learn in workplaces, and the complexity of the multiple competing activity systems related to learning and social activities.
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Affiliation(s)
- Deirdre Bennett
- Medical Education Unit, School of Medicine, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland
| | - Siun O’Flynn
- Medical Education Unit, School of Medicine, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland
| | - Martina Kelly
- Department of Family Medicine, University of Calgary, Calgary, Canada
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183
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Ramsden S, Abidogun A, Stringer E, Mahgoub S, Kastrissianakis A, Baker P. A peer-led teaching initiative for foundation doctors. CLINICAL TEACHER 2015; 12:236-40. [PMID: 26109008 DOI: 10.1111/tct.12297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
BACKGROUND Peer teaching has been used informally throughout the history of medical education. Formal studies within the medical student and allied health care professional communities have found it to be a popular, and highly effective, method of teaching. CONTEXT Newly qualified doctors are currently an underused resource in terms of teaching one another. INNOVATION A committee, made up of newly qualified doctors and postgraduate education staff, was established. Using only a few resources, this committee organised regular, peer-led tutorials and used educational needs assessment tools, such as questionnaires, to make improvements to early postgraduate training. IMPLICATION A realistic and well-received intervention to improve the teaching of newly qualified doctors, which is feasible in the modern, busy health care setting. Other institutions may find this method and its resources valuable. Newly qualified doctors are currently an underused resource in terms of teaching one another.
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Affiliation(s)
| | | | | | | | | | - Paul Baker
- North Western Foundation School, Health Education North West, Manchester, UK
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184
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Ramm D, Thomson A, Jackson A. Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment. NURSE EDUCATION TODAY 2015; 35:823-827. [PMID: 25697946 DOI: 10.1016/j.nedt.2015.01.023] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2014] [Accepted: 01/27/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. AIM This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. METHOD Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. FINDINGS This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. CONCLUSIONS Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice.
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Affiliation(s)
- Dianne Ramm
- School of Health and Social Care, University of Lincoln, Brayford Campus, Lincoln LN6 7TS, United Kingdom.
| | - Anna Thomson
- School of Health and Social Care, University of Lincoln, Brayford Campus, Lincoln LN6 7TS, United Kingdom.
| | - Andrew Jackson
- School of Health and Social Care, University of Lincoln, Brayford Campus, Lincoln LN6 7TS, United Kingdom.
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185
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Buckley C, Clements C, Hopper A. Reducing inappropriate urinary catheter use: quality care initiatives. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2015; 24:S18, S20-2. [PMID: 25978469 DOI: 10.12968/bjon.2015.24.sup9.s18] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Healthcare-acquired urinary infection presents a substantial burden for patients and the healthcare system. Urinary tract infections have not gained the same level of media attention as other healthcare-associated infections, yet interventions to reduce urinary catheter use are one of the top ten recommended patient safety strategies. To improve practice around urinary catheter placement and removal requires interventions to change the expectations and habits of nurses, medical teams and patients regarding the need for a urinary catheter. In the authors' trust, a redesign of the existing urinary catheter device record was undertaken to help avoid unnecessary placement of catheters, and resulted in a reduction of urinary catheters in situ longer than 48 hours. Other strategies included implementation of catheter rounds in a high-usage area, and credit-card-sized education cards. A catheter 'passport' was introduced for patients discharged with a catheter to ensure information for insertion and ongoing use were effectively communicated.
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186
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Forslund Frykedal K, Rosander M. The role as moderator and mediator in parent education groups - a leadership and teaching approach model from a parent perspective. J Clin Nurs 2015; 24:1966-74. [DOI: 10.1111/jocn.12856] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/17/2015] [Indexed: 11/29/2022]
Affiliation(s)
| | - Michael Rosander
- Department of Behavioural Sciences and Learning; Linköping University; Linköping Sweden
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187
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Vedel C, Bjerrum F, Mahmood B, Sorensen JL, Strandbygaard J. Medical students as facilitators for laparoscopic simulator training. JOURNAL OF SURGICAL EDUCATION 2015; 72:446-451. [PMID: 25467733 DOI: 10.1016/j.jsurg.2014.10.011] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2014] [Revised: 09/25/2014] [Accepted: 10/19/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND Teaching basic clinical skills to student peers and residents by medical students has previously been shown effective. This study examines if medical students can facilitate laparoscopic procedural tasks to residents using a virtual reality simulator. METHODS This was a retrospective study comparing 2 groups of gynecology residents. One group was instructed by 2 student facilitators, and a resident facilitator instructed the other group. Facilitators in both the groups were experienced in laparoscopic simulator training. The outcome measures were time and repetitions to complete a laparoscopic simulator training program. RESULTS A total of 51 residents participated: 15 in the student-facilitated group and 36 in the resident-facilitated group after 18 and 7 residents dropped out, respectively. The student-facilitated group averaged 230 minutes, while the resident-facilitated group averaged 200 minutes (p = 0.724). To complete the final examination module, the student-facilitated group required 19.5 repetitions vs 39.2 in the resident-facilitated group (p = 0.007). CONCLUSION Our findings suggest that students can be used as facilitators as an alternative to residents when practicing on a laparoscopic virtual reality simulator.
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Affiliation(s)
- Cathrine Vedel
- Department of Obstetrics and Gynecology, Juliane Marie Centre for Children, Women and Reproduction, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark.
| | - Flemming Bjerrum
- Department of Obstetrics and Gynecology, Juliane Marie Centre for Children, Women and Reproduction, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
| | - Badar Mahmood
- Abdominalcenter K, Research Unit, Bispebjerg Hospital, Copenhagen, Denmark
| | - Jette Led Sorensen
- Department of Obstetrics and Gynecology, Juliane Marie Centre for Children, Women and Reproduction, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
| | - Jeanett Strandbygaard
- Department of Obstetrics and Gynecology, Juliane Marie Centre for Children, Women and Reproduction, Rigshospitalet, University of Copenhagen, Copenhagen, Denmark
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188
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Simmenroth-Nayda A, Görlich Y, Wagner M, Müther M, Lohse C, Utte L, Leiterholt S, Hoerauf H, Feltgen N. [Undergraduate teaching in ophthalmology. Do standardized practical examinations make sense?]. Ophthalmologe 2015; 111:235-40. [PMID: 23712519 DOI: 10.1007/s00347-013-2859-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
BACKGROUND University teaching in ophthalmology has tended to focus on imparting knowledge rather than practical skills. The new skills laboratory at the University Medical Center in Göttingen enables practical skills to be taught. The focus is on basic skills that could help all physicians. The learning goals set are techniques considered basic in ophthalmology that can be mastered without requiring any physician to operate major equipment. METHODS The design and results from four semesters of an ophthalmological objective structured clinical examination (OSCE) following students engaged in peer-teaching, as well as feedback from a student questionnaire are described. RESULTS Practical skills can successfully be taught and mastered within 1 week and 68-100 % of all students achieved the maximum scores in the individual tests. The OSCE and peer- eaching were well received by the students. CONCLUSIONS Practical skills and peer teaching fulfill student educational goals in ophthalmology and are well accepted by undergraduates.
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Affiliation(s)
- A Simmenroth-Nayda
- Abteilung Allgemeinmedizin und STÄPS , Universitätsmedizin Göttingen, Georg August Universität, Humboldtallee 38, 37075, Göttingen, Deutschland,
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189
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Sevenhuysen S, Farlie MK, Keating JL, Haines TP, Molloy E. Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study. J Physiother 2015; 61:87-92. [PMID: 25801365 DOI: 10.1016/j.jphys.2015.02.015] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/21/2015] [Revised: 02/08/2015] [Accepted: 02/11/2015] [Indexed: 11/30/2022] Open
Abstract
QUESTION What are the experiences of students and clinical educators in a paired student placement model incorporating facilitated peer-assisted learning (PAL) activities, compared to a traditional paired teaching approach? DESIGN Qualitative study utilising focus groups. PARTICIPANTS Twenty-four physiotherapy students and 12 clinical educators. INTERVENTION Participants in this study had experienced two models of physiotherapy clinical undergraduate education: a traditional paired model (usual clinical supervision and learning activities led by clinical educators supervising pairs of students) and a PAL model (a standardised series of learning activities undertaken by student pairs and clinical educators to facilitate peer interaction using guided strategies). RESULTS Peer-assisted learning appears to reduce the students' anxiety, enhance their sense of safety in the learning environment, reduce educator burden, maximise the use of downtime, and build professional skills including collaboration and feedback. While PAL adds to the clinical learning experience, it is not considered to be a substitute for observation of the clinical educator, expert feedback and guidance, or hands-on immersive learning activities. Cohesion of the student-student relationship was seen as an enabler of successful PAL. CONCLUSION Students and educators perceive that PAL can help to position students as active learners through reduced dependence on the clinical educator, heightened roles in observing practice, and making and communicating evaluative judgments about quality of practice. The role of the clinical educator is not diminished with PAL, but rather is central in designing flexible and meaningful peer-based experiences and in balancing PAL with independent learning opportunities. REGISTRATION ACTRN12610000859088. [Sevenhuysen S, Farlie MK, Keating JL, Haines TP, Molloy E (2015) Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study.Journal of Physiotherapy61: 87-92].
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Affiliation(s)
| | | | | | | | - Elizabeth Molloy
- Health Professions Education and Educational Research Unit, Monash University, Melbourne, Australia
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190
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Aba Alkhail B. Near-peer-assisted learning (NPAL) in undergraduate medical students and their perception of having medical interns as their near peer teacher. MEDICAL TEACHER 2015; 37 Suppl 1:S33-9. [PMID: 25651911 DOI: 10.3109/0142159x.2015.1006602] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
INTRODUCTION A near-peer-assisted learning term (NPAL) is "a trainee one or more years senior to another trainee". The current study is aiming to determine the pattern of NPAL activities, to compare its effect on student's course achievement score and to determine the perception of students regarding having near-peer clinical teaching from their fellow medical interns. METHODS A total of 189 third year medical students participated in the study. The study questionnaire contains three sections. The first is the focus group section, self-administered questions and lastly quality control section. Trained staff helped in conducting the data collection. RESULTS Clinical teaching with mentoring was experienced by 116 students (61.4%) from their assigned interns in the early clinical experience course. The results of the study showed higher course achievement grades for students who experienced mentoring with clinical teaching compared to those students who experienced mentoring only, but it did not reach statistical significance. The study also found that most medical students acknowledged and agree that their near peers medical interns could provide unique input in helping them mastering clinical and communication skills competencies, the average percent for the seven opinion questions of the response agree combined with strongly agree was 62%. CONCLUSION In conclusion, third year medical students recognize the unique and important role of near peer teaching in under graduate medical education and its importance for their professional development. NPAL strategy should be encouraged and used in other medical schools. The benefits of NPAL to peer teacher and in late clinical medical years needed to be investigated in future studies.
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191
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Williams B, Olaussen A, Peterson EL. Peer-assisted teaching: An interventional study. Nurse Educ Pract 2015; 15:293-8. [PMID: 25866358 DOI: 10.1016/j.nepr.2015.03.008] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2014] [Revised: 12/05/2014] [Accepted: 03/22/2015] [Indexed: 10/23/2022]
Abstract
Peer-assisted learning (PAL) as an educational philosophy benefits both the peer-teacher and peer-learner. The changing role of paramedicine towards autonomous and professional practice demands future paramedics to be effective educators. Yet PAL is not formally integrated in undergraduate paramedic programs. We aimed to examine the effects of an educational intervention on students' PAL experiences as peer-teachers. Two one-hour workshops were provided prior to PAL teaching sessions including small group activities, individual reflections, role-plays and material notes. Peer-teachers completed the Teaching Style Survey, which uses a five-point Likert scale to measure participants' perceptions and confidence before and after PAL involvement. Thirty-eight students were involved in an average of 3.7 PAL sessions. The cohort was predominated by males (68.4%) aged ≤ 25 (73.7%). Following PAL, students reported feeling more confident in facilitating tutorial groups (p = 0.02). After the PAL project peer-teachers were also more likely to set high standards for their learners (p = 0.009). This PAL project yielded important information for the continual development of paramedic education. Although PAL increases students' confidence, the full role of PAL in education remains unexplored. The role of the university in this must also be clearly clarified.
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Affiliation(s)
- Brett Williams
- Monash University, Department of Community Emergency Health & Paramedic Practice, Vic, Australia.
| | - Alexander Olaussen
- Monash University, Department of Community Emergency Health & Paramedic Practice, Vic, Australia
| | - Evan L Peterson
- Monash University, Department of Community Emergency Health & Paramedic Practice, Vic, Australia
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192
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Westin L, Sundler AJ, Berglund M. Students' experiences of learning in relation to didactic strategies during the first year of a nursing programme: a qualitative study. BMC MEDICAL EDUCATION 2015; 15:49. [PMID: 25889028 PMCID: PMC4376137 DOI: 10.1186/s12909-015-0338-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2014] [Accepted: 03/09/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND In university undergraduate nursing programmes, didactic strategies that enable students to learn nursing skills, solve problems and develop reflective and critical thinking and practice are needed. The aim of this study was to explore how different didactic strategies support nursing students' experiences of learning during the first year of a reconstructed nursing curriculum. METHODS This study employed a qualitative approach. The data were gathered through written narratives that were analysed using qualitative content analysis. RESULTS Nursing students' experiences of learning through different didactic strategies, were evident in the text. These perspectives were organised into the following themes: To focus on the patient perspective and paying more attention to others, Learning from discussions and reflections on one's own learning, Training for the professional role and becoming more courage, and Gaining insights into nursing and increasing one's self-awareness. The education increased the students' self-awareness, which helped them to pay greater attention to patients and their relative. During the learning process, the students became more courageous, reflected and discovered their shortcomings. CONCLUSION Stated didactic strategies supported a broad base of knowledge on nursing and the professional role of nurses. Educators are challenged to strengthen meaningful learning in nursing and to facilitate the progression of nursing programmes.
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Affiliation(s)
- Lars Westin
- School of Health and Education, University of Skövde, Skövde, Sweden.
| | - Annelie J Sundler
- School of Health and Education, University of Skövde, Skövde, Sweden.
- School of Health, Care and Social Welfare, Mälardalens University, Västerås, Sweden.
| | - Mia Berglund
- School of Health and Education, University of Skövde, Skövde, Sweden.
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193
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Reyes-Hernández CG, Carmona Pulido JM, De la Garza Chapa RI, Serna Vázquez RP, Alcalá Briones RD, Plasencia Banda PM, Villarreal Silva EE, Jacobo Baca G, de la Garza Castro O, Elizondo Omaña RE, Guzmán López S. Near-peer teaching strategy in a large human anatomy course: perceptions of near-peer instructors. ANATOMICAL SCIENCES EDUCATION 2015; 8:189-93. [PMID: 25203867 DOI: 10.1002/ase.1484] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2013] [Revised: 05/07/2014] [Accepted: 07/22/2014] [Indexed: 05/23/2023]
Abstract
Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School of Medicine, Autonomous University of Nuevo Leon in Monterrey, Mexico. Modules included: Theory, Clinical Hour, Imaging Anatomy, and Laboratory. The aim of this study was to assess instructor participants' perceptions on the benefits of the NPT strategy in the anatomy classroom. A survey was administered to anatomy course instructors who utilized NPT strategies during winter, fall, and spring semesters of the 2012-2013 school year. A total of 120 instructors were enrolled in the study. There were different perceptions of instructors' roles. Theory and Imaging Anatomy instructors considered themselves to be information providers and resource developers, whereas Clinical Hour and Laboratory instructors saw themselves more as facilitators, role models, and planners. All instructors' opinions on the benefits of NPT were positive. Thus, in this article, the authors find NPT to be a strategy that promotes self-learning, a vital skill.
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194
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Ott LK, Succheralli L. Use of Student Clinical Partner Dyads as a Teaching Strategy to Facilitate Learning. J Nurs Educ 2015; 54:169-72. [DOI: 10.3928/01484834-20150218-14] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2014] [Accepted: 11/19/2014] [Indexed: 11/20/2022]
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195
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Marton GE, McCullough B, Ramnanan CJ. A review of teaching skills development programmes for medical students. MEDICAL EDUCATION 2015; 49:149-60. [PMID: 25626746 DOI: 10.1111/medu.12571] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2014] [Revised: 05/15/2014] [Accepted: 07/29/2014] [Indexed: 05/05/2023]
Abstract
CONTEXT The CanMEDS role of Scholar requires that medical trainees develop their skills as medical educators. The development of teaching skills in undergraduate medical students is therefore desirable, especially in view of the teaching obligations in residency programmes. OBJECTIVES The goal of this review was to identify the characteristics and outcomes of programmes designed to develop the teaching skills of undergraduate medical students. METHODS The authors searched medical literature databases using combinations of the search terms 'medical student', 'teacher', 'teaching skills', 'peer teaching', 'near-peer teaching' and 'student as teacher'. Twenty papers fit the predetermined search criteria, which included original characterisations of specific programmes involving undergraduate medical students. RESULTS Three types of initiative were identified in the reviewed articles: peer teaching programmes; teaching workshops, and community outreach programmes. The majority of study participants were students in Years 3 and 4. Subjective self-evaluation by participants using Likert scale-based surveys was by far the most commonly used method of measuring project outcomes. Objective, quantitative teaching-related outcomes were rarely noted in the reports reviewed. Self-perceived improvements in teaching skills were noted by participants in most of the reports. Other perceived benefits included increases in organisational skills, knowledge and confidence in giving feedback. CONCLUSIONS Although several types of programmes have been shown to subjectively improve the teaching skills of undergraduate medical students, characterisation of the objective outcomes of these initiatives is lacking and requires further study.
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Affiliation(s)
- Gregory E Marton
- Department of Innovation in Medical Education, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada
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196
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Compère V, Moriceau J, Gouin A, Guitard PG, Damm C, Provost D, Gillet R, Fourdrinier V, Dureuil B. Residents in tutored practice exchange groups have better medical reasoning as measured by the script concordance test: A pilot study. Anaesth Crit Care Pain Med 2015; 34:17-21. [DOI: 10.1016/j.accpm.2014.12.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2014] [Accepted: 12/19/2014] [Indexed: 11/30/2022]
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197
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Nalliah RP, Allareddy V. Weakest students benefit most from a customized educational experience for Generation Y students. PeerJ 2014; 2:e682. [PMID: 25493212 PMCID: PMC4260125 DOI: 10.7717/peerj.682] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2014] [Accepted: 11/10/2014] [Indexed: 11/20/2022] Open
Abstract
Most current dental students were born in the 1980s and 1990s and are defined as Generation Y (Gen Y). The authors developed a customized educational experience that brought together some characteristics of Gen Y and the objective of this educational experience was to develop the critical thinking skills of Gen Y students. The objective of the current study is to evaluate outcomes from pre-session and post-session tests. Additionally, we wanted to integrate aspects of team-based learning, self-directed learning and peer-to-peer teaching as a means of reducing the need for intense faculty supervision but maintain positive educational outcomes. Single bitewing x-ray was displayed and informal class discussion was facilitated by a Senior Tutor. A list of questions and concepts that needed to be understood more clearly was made. Student groups self allocated research tasks to members. After conducting research, students presented to class and faculty facilitated discussions aiming to foster critical thinking and identify what information needed to be more thoroughly understood. Pre-session and post-session tests were conducted and compared. Students who scored below 85% in their pre-session test improved their score in the post-session test by a mean of 9.5 points (p = 0.02). Those who scored above 95% in their pre-session test scored less in the post-session test (mean reduction of 6.31 points, p = 0.001). Findings from this study demonstrate that the weakest students in the class (those who scored below 85% correct in the pre-session test) benefitted most from this unique educational experience.
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Affiliation(s)
- Romesh P Nalliah
- Office of Dental Education, Harvard School of Dental Medicine , Boston , United States ; Harvard School of Public Health , Boston, MA , United States
| | - Veerasathpurush Allareddy
- Department of Orthodontics, College of Dentistry, University of Iowa , Iowa City, IA , United States
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198
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Improving the quality of nursing students' clinical placements in nursing homes: An evaluation study. Nurse Educ Pract 2014; 14:722-8. [DOI: 10.1016/j.nepr.2014.09.004] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2013] [Revised: 07/25/2014] [Accepted: 09/21/2014] [Indexed: 11/21/2022]
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199
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Lynam AM, Corish C, Connolly D. Development of a framework to facilitate a collaborative peer learning 2:1 model of practice placement education. Nutr Diet 2014. [DOI: 10.1111/1747-0080.12133] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Ann-Marie Lynam
- Department of Clinical Medicine; Trinity College Dublin; Dublin Ireland
| | - Clare Corish
- School of Biological Sciences; Dublin Institute of Technology; Dublin Ireland
| | - Deirdre Connolly
- Department of Occupational Therapy; Trinity College Dublin; Dublin Ireland
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200
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Furmedge DS, Iwata K, Gill D. Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum? MEDICAL TEACHER 2014; 36:812-817. [PMID: 25020139 DOI: 10.3109/0142159x.2014.917158] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
INTRODUCTION Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented. CASE STUDIES Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices. DISCUSSION These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain. CONCLUSIONS Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted "teaching". In particular, they are in a prime position to develop resources and conduct research and evaluation within the program. Their participation in all stages enables them to feel involved in course development and education of their peers and ultimately leads to an increase in student satisfaction.
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