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Olsen RG, Konge L, Hayatzaki K, Mortensen MA, Røder A, Bjerrum F. Medical Students Cannot Assess Robotic Surgeons Performing Radical Prostatectomy. Simul Healthc 2024; 19:213-219. [PMID: 37279115 DOI: 10.1097/sih.0000000000000733] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Medical students have previously been shown to be just as effective for video rating as experts. We want to compare medical students to experienced surgeons as video assessors of simulated robot-assisted radical prostatectomy (RARP) performance. MATERIALS AND METHODS Video recordings of three RARP modules on the RobotiX (formerly Simbionix) simulator from a previous study were used. Five novice surgeons, five experienced robotic surgeons, and five experienced robotic surgeons in RARP performed a total of 45 video-recorded procedures. The videos were assessed with the modified Global Evaluative Assessment of Robotic Skills tool as both full-length and an edited edition that only included the first 5 minutes of the procedure. RESULTS Fifty medical students and two experienced RARP surgeons (ES) performed a total of 680 video ratings of full-length videos and 5-minute videos (2-9 ratings per video). Medical students and ES showed poor agreement for both full-length videos and 5-minute videos (0.29 and -0.13, respectively). Medical students could not discriminate between the skill level of the surgeons in either full-length videos or 5-minute videos ( P = 0.053-0.36 and P = 0.21-0.82), whereas ES could discriminate between novice surgeons and experienced surgeons (full-length, P < 0.001, and 5 minutes, P = 0.007) and intermediate and experienced surgeons (full-length, P = 0.001, and 5 minutes, P = 0.01) in both full-length videos and 5-minute videos. CONCLUSION We found that medical students cannot be used to assess RARP because they showed poor agreement with the ES rating for both full-length videos and 5-minute videos. Medical students could not discriminate between surgical skill levels.
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Affiliation(s)
- Rikke Groth Olsen
- From the Copenhagen Academy for Medical Education and Simulation (CAMES) (R.G.O., L.K., F.B.); Department of Urology (R.G.O., A.R.), Copenhagen Prostate Cancer Center, Copenhagen University Hospital-Rigshospitalet; Faculty of Health and Medical Sciences (L.K., A.R.), University of Copenhagen, Copenhagen; Department of Urology (K.H.), Zealand University Hospital, Roskilde; Department of Urology (M.A.M.), Odense University Hospital; Department of Clinical Research (M.A.M.), University of Southern Denmark, Odense; and Department of Surgery, Herlev-Gentofte Hospital (F.B.), Herlev, Denmark
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Surgical Skills Coaches: Preparing for a peer-assisted learning model to train medical students in surgical skills. Am J Surg 2023; 225:134-135. [PMID: 36088137 DOI: 10.1016/j.amjsurg.2022.08.022] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2022] [Revised: 08/01/2022] [Accepted: 08/30/2022] [Indexed: 12/30/2022]
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Reifenrath J, Seiferth N, Wilhelm T, Holzmann-Littig C, Phillip V, Wijnen-Meijer M. Integrated clinical case discussions - a fully student-organized peer-teaching program on internal medicine. BMC MEDICAL EDUCATION 2022; 22:828. [PMID: 36457088 PMCID: PMC9713160 DOI: 10.1186/s12909-022-03889-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Accepted: 11/10/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND In response to students´ poor ratings of emergency remote lectures in internal medicine, a team of undergraduate medical students initiated a series of voluntary peer-moderated clinical case discussions. This study aims to describe the student-led effort to develop peer-moderated clinical case discussions focused on training cognitive clinical skill for first and second-year clinical students. METHODS Following the Kern Cycle a didactic concept is conceived by matching cognitive learning theory to the competence levels of the German Medical Training Framework. A 50-item survey is developed based on previous evaluation tools and administered after each tutorial. Educational environment, cognitive congruence, and learning outcomes are assessed using pre-post-self-reports in a single-institution study. RESULTS Over the course of two semesters 19 tutors conducted 48 tutorials. There were 794 attendances in total (273 in the first semester and 521 in the second). The response rate was 32%. The didactic concept proved successful in attaining all learning objectives. Students rated the educational environment, cognitive congruence, and tutorials overall as "very good" and significantly better than the corresponding lecture. Students reported a 70%-increase in positive feelings about being tutored by peers after the session. CONCLUSION Peer-assisted learning can improve students´ subjective satisfaction levels and successfully foster clinical reasoning skills. This highlights successful student contributions to the development of curricula.
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Affiliation(s)
- Johannes Reifenrath
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany.
| | - Nick Seiferth
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany
| | - Theresa Wilhelm
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany
| | - Christopher Holzmann-Littig
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany
- Department of Nephrology, Hospital Klinikum Rechts Der Isar of the Technical University of Munich, Munich, Germany
| | - Veit Phillip
- Department of Internal Medicine II, Hospital Klinikum Rechts Der Isar of the Technical University of Munich, Munich, Germany
| | - Marjo Wijnen-Meijer
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany
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Zhang H, Liao AWX, Goh SH, Wu XV, Yoong SQ. Effectiveness of peer teaching in health professions education: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2022; 118:105499. [PMID: 35961134 DOI: 10.1016/j.nedt.2022.105499] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Revised: 06/26/2022] [Accepted: 08/02/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The reform in health professions education requires the focus to shift from fact memorization to exploring, analyzing, assimilating, and synthesizing information to promote active and collaborative learning. Peer teaching is one of the educational strategies. AIMS This review aimed to explore and synthesize quantitative evidence to determine the overall effect of peer teaching in enhancing students' theoretical knowledge and practical skills (e.g., procedural skills and resuscitation) in health professions education. METHODS PubMed, ScienceDirect, CINAHL, ERIC, ProQuest, reference lists of relevant studies, and reviews were searched till November 2021. Results were pooled using random-effects meta-analysis or narrative synthesis. RESULTS A total of 44 RCTs were included. This review showed a significant effect of peer teaching on procedural skills improvement and a comparable effect on theoretical knowledge and resuscitation skills acquisition compared to the conventional teaching method. Near-peer teaching seemed to be the most effective method for skill improvement. Subgroup analysis showed no significant differences between peer teaching and conventional teaching groups (e.g., expert/faculty teaching, self-study or lectures). CONCLUSIONS Peer teaching seems to be a promising teaching and learning strategy in health professions education, positively affecting theoretical knowledge and procedural skills. Future research should explore the effect of peer teaching in developing countries to provide a comprehensive picture of peer teaching.
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Affiliation(s)
- Hui Zhang
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | | | - Sam Hongli Goh
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Xi Vivien Wu
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Si Qi Yoong
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Lu EL, Harris MK, Gao TZ, Good L, Harris DP, Renton D. Near-Peer Teaching in Conjunction with Flipped Classroom to Teach First-Year Medical Students Basic Surgical Skills. MEDICAL SCIENCE EDUCATOR 2022; 32:1015-1022. [PMID: 35936650 PMCID: PMC9340706 DOI: 10.1007/s40670-022-01602-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/15/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND There is increasing evidence that students are completing medical school with insufficient surgical education. Near-peer tutoring and flipped classroom formatting may be used to enhance learning while simultaneously relieving faculty burden of teaching. Here, we qualitatively evaluate a 3-month course that integrates the use of near-peer teaching and flipped classroom formatting, with the goal of increasing first-year medical students' self-perceived confidence in performing basic sutures and knot-ties as well as interest in surgery. METHODS Twenty-one first-year medical students participated in a suturing and knot-tying course led by senior medical students. The course consisted of 2-h sessions held every 2 weeks for a total of five sessions. Students were sent publicly available videos prior to each session by which to learn the upcoming techniques and received live feedback from instructors during sessions. Questionnaires were completed pre-course and post-course. RESULTS Compared to pre-course ratings, post-course ratings of self-perceived confidence to perform various knot-ties and sutures all increased significantly (p < 0.05). All students stated that the course strengthened their desire to pursue a career in surgery. Student feedback of the course was overall positive. CONCLUSIONS Near-peer teaching can be used in conjunction with flipped classroom to increase first-year medical students' self-perceived confidence in surgical suturing and knot-tying as well as interest in surgery. This curriculum may serve as an outline for student-led courses at other institutions.
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Affiliation(s)
- Emily L. Lu
- The Ohio State University College of Medicine, Columbus, OH USA
| | - Micah K. Harris
- The Ohio State University College of Medicine, Columbus, OH USA
| | - Thomas Z. Gao
- The Ohio State University College of Medicine, Columbus, OH USA
| | - Logan Good
- The Ohio State University College of Medicine, Columbus, OH USA
| | - Daniel P. Harris
- Case Western Reserve University School of Medicine, Cleveland, OH USA
| | - David Renton
- Department of General Surgery, The Ohio State University Wexner Medical Center, Columbus, OH USA
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Designing a Plastic and Reconstructive Surgery Virtual Curriculum (PRSVC): Assessment of Medical Student Knowledge, Surgical Skill, and Community Building. Plast Reconstr Surg 2022; 150:691-700. [PMID: 35819982 DOI: 10.1097/prs.0000000000009462] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND The COVID-19 pandemic displaced medical students from their rotations and into virtual classrooms. We aimed to develop a virtual curriculum with the goals for students to gain knowledge in plastic surgery, to acquire technical skills, and to be able to promote community. METHODS We developed a four-week educational curriculum of topics in plastic surgery using the American Society of Plastic Surgeons Resident Education Curriculum and an online plastic surgery curriculum. Virtual flipped classroom case discussions and weekly surgical skills workshops were offered. Pre- and post-course surveys were administered, and results analyzed using IBM SPSS Statistics version 25.0. RESULTS 303 medical students and recent graduates enrolled in the course in June 2020. 182 students completed the pre-course survey (60% response rate), and of those, 50.0% (n=91) completed the post-course survey for paired comparison. Students reported significant improvement in confidence discussing the relevant anatomy, work-up and surgical approaches to clinical cases, as well as confidence in knowledge of all topic areas (p<0.001). Confidence in suturing and knot-tying techniques significantly improved among workshop participants (p<0.001). Students applying to residency programs this cycle felt significantly more prepared for sub-internships (p<0.001) and significantly more connected to the community of applicants (p<0.001). CONCLUSIONS The Plastic and Reconstructive Surgery Virtual Curriculum (PRSVC) improved knowledge, surgical skills, and community in the field among medical student participants. This course may serve to provide a framework for structured virtual learning activities for students interested in plastic surgery and may have significant long-lasting utility for students interested in the field.
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Botelho MG, Boubaker B, Wong IB. Near-peer teaching for learning clinical photography skills: Perceptions of students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 35763397 DOI: 10.1111/eje.12831] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 03/06/2022] [Accepted: 05/08/2022] [Indexed: 06/15/2023]
Abstract
AIM This paper evaluates the perceptions and experience of students, in the role of both near-peer teacher and learner who participated in the clinical dental photography course, using a mixed-method analysis with focus group interviews of student tutors and a questionnaire of learner perceptions. METHODS A student-led course on Digital Clinical Photography took place with BDS 5 and 6 students as near-peer teachers (NPTs) and BDS 2 and 3 students as learners. Interviews were conducted with near-peer teachers, and a questionnaire was distributed to learners to evaluate students' perceptions of this novel teaching and learning experience. RESULTS Near-peer teaching has proven to be a beneficial alternative teaching pedagogy which was well-received by NPTs and student learners. The content creation and teaching experience deepened NPTs' understanding on the subject matter and were motivated given the autonomous nature of the project. NPTs enjoyed and benefited from the collaborative nature of the project and the relevance of the subject matter and improved their clinical skills. The student learners enjoyed the learning experience and benefits of learning from NPTs which is supported by social and cognitive congruence. The positive perception of teaching and learning in pairs were also described. CONCLUSION This project demonstrates the perceived benefits of near-peer teaching for clinical photography skills for student experiential learning and highlights key elements on how to structure such an activity to engage and support students to participate in such future activities.
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Affiliation(s)
| | - Bochra Boubaker
- Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
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Brierley C, Ellis L, Reid ER. Peer-assisted learning in medical education: A systematic review and meta-analysis. MEDICAL EDUCATION 2022; 56:365-373. [PMID: 34595769 DOI: 10.1111/medu.14672] [Citation(s) in RCA: 34] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2021] [Revised: 08/24/2021] [Accepted: 09/22/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES The prevalence of peer-assisted learning (PAL) featuring alongside the core medical curriculum is increasing; however, the evidence base for PAL's efficacy on academic performance is limited. This systematic review of randomised studies of PAL in medical school sets out to assess the impact of PAL on academic outcomes in medical school and evaluate whether PAL confers a benefit in specific educational contexts. METHODS A literature search was conducted across MEDLINE, Ovid Embase, Web of Science and Education Research Complete. Titles and abstracts were screened, and records were selected following strict eligibility criteria. Following full-text assessment for eligibility, two reviewers independently extracted data from the final selection of records and a meta-analysis was performed. Studies were classified using a modified version of Kirkpatrick's levels of learning. Student test scores were standardised by calculating the standardised mean difference (SMD). RESULTS Twenty-seven randomised controlled trials were eligible for inclusion, and twenty-one provided sufficient and complete data to enable meta-analysis. There was a significant improvement in the academic performance of medical students who received PAL compared with those in the control group (SMD = 0.52 [95% confidence interval 0.18-0.85]; p = .003). The impact of PAL was greater amongst clinical medical students (SMD = 0.63; p = .02) than preclinical medical students (SMD = 0.39; p = .08) and when used for teaching practical skills (SMD = 0.69; p = .001) compared with theory (SMD = -0.11; p = .21). Students taught by PAL also achieved better results in assessments conducted more than four weeks after course completion (SMD = 1.20; p = .04). [Correction added on 8 November 2020 after first publication. The data values in the Results section have been corrected in this version.] CONCLUSIONS: Medical students experiencing PAL benefit in terms of academic performance, relative to those not receiving PAL. PAL is of greatest value in the clinical stages of training and for practical skills. The long-term outcomes of PAL remain a priority for future research.
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Affiliation(s)
| | - Leila Ellis
- Torbay and South Devon NHS Foundation Trust, Torquay, UK
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Bedada AG, Hsiao M, Chilisa U, Yarranton B, Chinyepi N, Azzie G. Surgical Simulation Training for Medical Students: Strategies and Implications in Botswana. World J Surg 2022; 46:1637-1642. [PMID: 35347389 DOI: 10.1007/s00268-022-06529-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/04/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND The role of simulation in teaching technical skills to medical students is not yet well defined. Strategies for its use may be especially relevant where teachers, time, and resources are limited, especially in low-middle-income countries. METHODS Sixty-seven third-year and 67 fifth-year medical students at the University of Botswana were taught surgical skills by a trained peer medical student, a medical officer with no specialty training or a staff surgeon. Pre- and post-intervention performance of two basic tasks (simple interrupted suture (SIS) and laparoscopic peg transfer (LPT)) and one complex task (laparoscopic intracorporeal suture (LIS)) were assessed. Subjective measures of self-perceived performance, preparedness for internship, and interest in surgery were also measured. RESULTS The simulation program decreased the time to complete the two basic tasks and improved the objective score for the complex task. Performance of the basic skills improved regardless of the seniority of the instructor while performance of the advanced skill improved more when taught by a staff surgeon. All students had similar improvements in their self-reported confidence to perform the skills, preparedness to assist in an operation and preparedness for internship, regardless of the seniority of their instructor. Students taught by a staff surgeon felt better prepared to assist in laparoscopic procedures. CONCLUSION Simulation-based teaching of defined surgical skills can be effectively conducted by peers and near-peers. The implications are widespread and may be most relevant where time and resources are limited, and where experienced teachers are scarce.
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Affiliation(s)
- Alemayehu Ginbo Bedada
- Department of Surgery, Faculty of Medicine, University of Botswana, Corner of Notwane and Mobuto Road, Pvt Bag UB, 00713, Gaborone, Botswana. .,Princess Marina Hospital, Gaborone, Botswana.
| | - Marvin Hsiao
- Division of General Surgery, Royal Columbian Hospital, Vancouver, BC, Canada
| | - Unami Chilisa
- Department of Surgery, Faculty of Medicine, University of Botswana, Corner of Notwane and Mobuto Road, Pvt Bag UB, 00713, Gaborone, Botswana.,Princess Marina Hospital, Gaborone, Botswana
| | - Brianne Yarranton
- Temerty Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| | - Nkhabe Chinyepi
- Department of Surgery, Faculty of Medicine, University of Botswana, Corner of Notwane and Mobuto Road, Pvt Bag UB, 00713, Gaborone, Botswana.,Princess Marina Hospital, Gaborone, Botswana
| | - Georges Azzie
- Division of General and Thoracic Surgery, Hospital for Sick Children, Toronto, Canada
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Gripay B, André T, De Laval M, Peneau B, Secourgeon A, Lerolle N, Annweiler C, Justeau G, Connan L, Martin L, Bière L. Benefits of semiology taught using near-peer tutoring are sustainable. BMC MEDICAL EDUCATION 2022; 22:26. [PMID: 35012540 PMCID: PMC8744339 DOI: 10.1186/s12909-021-03086-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/27/2021] [Accepted: 12/06/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Near-peer tutoring appears to be an efficient approach for teaching clinical skills. However, the clinical experience gained in the form of student medical internships may offset any interest in such tutoring programme. We then investigated the long-term benefits of this programme. METHODS This study was conducted in a medical school that experimented in near-peer tutoring for semiology intended for undergraduate medical students. Objective Structured Clinical Examinations and a written semiology test were used to assess students' clinical skills immediately on its conclusion and repeated one and 2 years after the tutoring was completed. RESULTS 116 students were evaluated initially (80 tutored and 36 untutored), 38 at 1 year (16 tutored and 22 untutored), 42 at 2 years (21 tutored and 21 untutored). In the global score for Objective Structured Clinical Examinations: at 1 year, the tutored group scored 14.0 ± 1.05 and the untutored group scored 11.3 ± 2.3 (p < 0.001), at 2 years, the tutored group scored 15.1 ± 1.5 and the untutored group scored 12.4 ± 2.2 (p < 0.001). We found a similar but smaller difference for the written semiology test. The difference for Objective Structured Clinical Examinations between tutored and untutored students vanished over time for cross-cutting skills. CONCLUSIONS Near-peer tutoring in semiology for undergraduate medical students led to better results that remained with the passing of time. Though internships do allow an improvement in the clinical skills of untutored students, they did not reach the level of tutored students.
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Affiliation(s)
| | - Thomas André
- Faculty of Health, Univ Angers, 49000, Angers, France
| | | | - Brice Peneau
- Faculty of Health, Univ Angers, 49000, Angers, France
| | | | - Nicolas Lerolle
- Faculty of Health, Univ Angers, 49000, Angers, France
- All'Sims Centre for Simulation in Healthcare, Faculty of Health, University Hospital of Angers, 49000, Angers, France
| | | | - Grégoire Justeau
- Faculty of Health, Univ Angers, 49000, Angers, France
- All'Sims Centre for Simulation in Healthcare, Faculty of Health, University Hospital of Angers, 49000, Angers, France
| | | | - Ludovic Martin
- Faculty of Health, Univ Angers, 49000, Angers, France
- All'Sims Centre for Simulation in Healthcare, Faculty of Health, University Hospital of Angers, 49000, Angers, France
| | - Loïc Bière
- Faculty of Health, Univ Angers, 49000, Angers, France.
- All'Sims Centre for Simulation in Healthcare, Faculty of Health, University Hospital of Angers, 49000, Angers, France.
- School of Medicine, University Hospital of Angers, 28 rue Roger-Amsler, 49045, Angers Cedex 01, France.
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Khapre M, Deol R, Sharma A, Badyal D. Near-Peer Tutor: A Solution For Quality Medical Education in Faculty Constraint Setting. Cureus 2021; 13:e16416. [PMID: 34422460 PMCID: PMC8369978 DOI: 10.7759/cureus.16416] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/16/2021] [Indexed: 12/24/2022] Open
Abstract
Near-peer mentoring is a formal relationship in which more qualified students guide immediate junior students. It is an innovative approach to increase students' engagement from varied backgrounds and cultures in the health profession. This systematic review and meta-analysis aimed to investigate and compare the effectiveness of near-peer tutoring and faculty/expert teaching in health science undergraduates on knowledge and skill outcome. The review question considered was "how effective is near-peer tutor compare to faculty/expert teaching for undergraduate health science students?" A comprehensive systematic search was undertaken in PubMed, Embase, Scopus, and Cochrane and screened initially in Rayyan software (Qatar Computing Research Institute, Qatar). Identified articles were screened independently for eligibility by two reviewers and extracted the data. Data were analyzed using standardized mean difference with Review manager version 5.5 (Cochrane Campbell Collaboration). Sixteen studies were analyzed. Heterogeneity (I2) among studies was high in knowledge and skill scores. Heterogeneity was reduced by 30-40% after sensitivity analysis. No difference in knowledge and skill score was found among the near-peer and expert teaching groups. Students had a satisfactory learning experience with near-peer tutors except for some issues related to teaching proficiency in near-peers. Near-peer teaching was found to be as effective as faculty/expert teaching. Students were more comfortable with near-peers. As mentioned by students, some challenges were differences in teaching skills and level of knowledge among near-peers.
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Affiliation(s)
- Meenakshi Khapre
- Social Preventive Medicine, All India Institute of Medical Sciences, Rishikesh, IND
| | - Rupinder Deol
- College of Nursing, All India Institute of Medical Sciences, Rishikesh, IND
| | - Anusha Sharma
- Community and Family Medicine, All India Institute of Medical Sciences, Rishikesh, IND
| | - Dinesh Badyal
- Pharmacology, Christian Medical College, Ludhiana, IND
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Ahmad SE, Farina GA, Fornari A, Pearlman RE, Friedman K, Olvet DM. Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2021; 8:23821205211020762. [PMID: 34104794 PMCID: PMC8170334 DOI: 10.1177/23821205211020762] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Accepted: 05/10/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Third-year medical students traditionally receive their didactic or small group teaching sessions from clinical faculty during clerkship rotations. Near-peer teaching is increasingly recognized as an acceptable method for teaching, however most near-peer teaching takes place during the pre-clinical curriculum. We sought to determine if fourth year medical students were noninferior to faculty in facilitating small group discussions during clerkship rotations. METHODS Seventy-five third-year medical students participated in a small group session focused on rheumatologic diseases during their internal medicine clerkship rotation. Students were taught by fourth-year medical students who self-selected to participate as near-peer teachers at 1 clinical site (near-peers, N = 36) and by clinical faculty at another site (N = 39). At the end of the session, third-year medical students completed a survey evaluating teacher performance and effectiveness. RESULTS There was no significant difference between the 2 groups on each of the 17 survey items assessing teacher performance, the total teaching performance score, and the teaching effectiveness rating (all P-values >.05). A mean between-group difference of 2% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the total teaching performance score. An absolute difference of 14% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the teaching effectiveness score. Near-peer teachers reported several benefits, including improving their own medical knowledge and skills as a future educator. DISCUSSION Our data supports the noninferiority of the perceived performance and effectiveness of near-peer teachers compared to faculty teachers in the clerkship setting. Adding near-peer teachers to the clerkship setting is feasible and can be beneficial to all stakeholders.
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Affiliation(s)
- Syed E Ahmad
- Departments of Medicine, Donald
and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY,
USA
| | - Gino A Farina
- Departments of Science Education,
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell,
Hempstead, NY, USA
- Departments of Emergency
Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell,
Hempstead, NY, USA
| | - Alice Fornari
- Departments of Science Education,
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell,
Hempstead, NY, USA
| | - Ruth Ellen Pearlman
- Departments of Medicine, Donald
and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY,
USA
- Departments of Science Education,
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell,
Hempstead, NY, USA
| | - Karen Friedman
- Departments of Medicine, Donald
and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY,
USA
| | - Doreen M Olvet
- Departments of Science Education,
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell,
Hempstead, NY, USA
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Nunnink L, Thompson A, Alsaba N, Brazil V. Peer-assisted learning in simulation-based medical education: a mixed-methods exploratory study. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2020; 7:366-371. [PMID: 35515740 DOI: 10.1136/bmjstel-2020-000645] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/07/2020] [Indexed: 12/15/2022]
Abstract
Introduction Peer-assisted learning (PAL) is well described in medical education but there has been little research on its application in simulation-based education (SBE). This exploratory study aimed to determine the perceptions of senior medical students at two universities to teaching and learning in SBE using PAL (PAL-SBE). Methods Ninety-seven medical students at two universities working in small groups with facilitator oversight wrote, ran and debriefed a simulation scenario for their peers.This was a mixed-methods study. Participants completed a written free-text and Likert survey instrument, and participated in a facilitated focus group immediately after the scenario. Thematic analysis was performed on the free-text and focus group transcripts. Results Student-led scenarios ran without major technical issues. Instructor presence was required throughout scenario delivery and debrief, making the exercise resource intensive. Participant responses were more positive regarding learning as peer teachers in simulation than they were regarding participation as a peer learner. Five themes were identified: learning in the simulated environment; teaching in the simulated environment; teaching peers and taking on an educator role; learning from peers; and time and effort expended. Perceived benefits included learning in depth through scenario writing, improved knowledge retention, understanding the patient's perspective and learning to give feedback through debriefing. Conclusion PAL in SBE is feasible and was perceived positively by students. Perceived benefits appear to be greater for the peer teachers than for peer learners.
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Affiliation(s)
- Leo Nunnink
- Faculty of Medicine, The University of Queensland, Saint Lucia, Queensland, Australia.,Princess Alexandra Hospital, Woolloongabba, Queensland, Australia
| | - Andrea Thompson
- Faculty of Medicine, The University of Queensland, Saint Lucia, Queensland, Australia.,Princess Alexandra Hospital, Woolloongabba, Queensland, Australia
| | - Nemat Alsaba
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
| | - Victoria Brazil
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
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Guérard-Poirier N, Beniey M, Meloche-Dumas L, Lebel-Guay F, Misheva B, Abbas M, Dhane M, Elraheb M, Dubrowski A, Patocskai E. An Educational Network for Surgical Education Supported by Gamification Elements: Protocol for a Randomized Controlled Trial. JMIR Res Protoc 2020; 9:e21273. [PMID: 33284780 PMCID: PMC7744140 DOI: 10.2196/21273] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2020] [Revised: 08/12/2020] [Accepted: 11/24/2020] [Indexed: 11/20/2022] Open
Abstract
Background Traditionally, medical students have learned surgical skills by observing a resident physician or surgeon who is performing the technique. Due to inconsistent practice opportunities in the clinical setting, a disparity of skill levels among students has been observed. In addition, the poor availability of faculty professors is a limiting factor in teaching and adequately preparing medical students for their clerkship years. With the ongoing COVID-19 pandemic, medical students do not have access to traditional suturing learning opportunities. Didactic courses are available on videoconferencing platforms; however, these courses do not include technical training. Objective Our overarching goal is to evaluate the efficacy and usability of web-based peer-learning for advanced suturing techniques (ie, running subcuticular sutures). We will use the Gamified Educational Network (GEN), a newly developed web-based learning tool. We will assess students’ ability to identify and perform the correct technique. We will also assess the students’ satisfaction with regard to GEN. Methods We will conduct a prospective randomized controlled trial with blinding of expert examiners. First-year medical students in the Faculty of Medicine of Université de Montréal will be randomized into four groups: (1) control, (2) self-learning, (3) peer-learning, and (4) peer-learning with expert feedback. Each arm will have 15 participants who will learn how to perform running subcuticular sutures through videos on GEN. For our primary outcome, the students’ ability to identify the correct technique will be evaluated before and after the intervention on GEN. The students will view eight videos and rate the surgical techniques using the Objective Structured Assessment of Technical Skills Global Rating Scale and the Subcuticular Suture Checklist as evaluation criteria. For our secondary outcomes, students will anonymously record themselves performing a running subcuticular suture and will be evaluated using the same scales. Then, a survey will be sent to assess the students’ acceptance of the intervention. Results The study will be conducted in accordance with the Declaration of Helsinki and has been approved by our institutional review board (CERSES 20-068-D). No participants have been recruited yet. Conclusions Peer learning through GEN has the potential to overcome significant limitations related to the COVID-19 pandemic and the lack of availability of faculty professors. Further, a decrease of the anxiety related to traditional suturing classes can be expected. We aim to create an innovative and sustainable method of teaching surgical skills to improve the efficiency and quality of surgical training in medical faculties. In the context of the COVID-19 pandemic, the need for such tools is imperative. Trial Registration ClinicalTrials.gov NCT04425499; https://clinicaltrials.gov/ct2/show/NCT04425499 International Registered Report Identifier (IRRID) PRR1-10.2196/21273
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Affiliation(s)
| | - Michèle Beniey
- Department of General Surgery, Université de Montréal, Montreal, QC, Canada
| | | | | | - Bojana Misheva
- Department of General Surgery, Université de Montréal, Montreal, QC, Canada
| | - Myriam Abbas
- Faculty of Medicine, Université de Montréal, Montreal, QC, Canada
| | - Malek Dhane
- Faculty of Medicine, Université de Montréal, Montreal, QC, Canada
| | - Myriam Elraheb
- Faculty of Medicine, Université de Montréal, Montreal, QC, Canada
| | - Adam Dubrowski
- Faculty of Health Sciences, Ontario Tech University, Oshawa, ON, Canada
| | - Erica Patocskai
- Department of Surgical Oncology, Centre Hospitalier de l'Université de Montréal, Montreal, QC, Canada
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15
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Coffman JM, McConkey MJ, Colee J. Effectiveness of video-assisted, self-directed, and peer-guided learning in the acquisition of surgical skills by veterinary students. Vet Surg 2020; 49:582-589. [PMID: 31916633 DOI: 10.1111/vsu.13368] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2019] [Revised: 11/17/2019] [Accepted: 11/30/2019] [Indexed: 12/01/2022]
Abstract
OBJECTIVE To determine the influence of self-directed learning, peer feedback, or expert feedback on suturing technique of novice veterinary student surgeons. STUDY DESIGN Prospective, blinded, video feedback study. SAMPLE POPULATION Three groups of surgery naïve veterinary students, two groups of 37 students and one group with 36 students. METHODS Each student completed three cruciate sutures in SynDaver skin. Student performance was video recorded and scored with a validated pro forma. Students were randomly divided into three groups: (1) students critically evaluated their own performance, (2) students critically evaluated peer's performance, and (3) students received a peer's evaluation. Each student repeated the surgical task and assessed his or her own performance, guided by the pro forma. Each student received a video with individualized feedback from an expert prior to repeating the task. Scores and times were analyzed. Student and expert evaluations were compared. RESULTS Task composite score, time to completion, and completion rate did not differ between groups. Student self-assessed scores did not correlate with expert scores. Forty-three percent and 62% of students stated that self-feedback and peer feedback, respectively, were acceptable forms of learning, and 96% of students felt expert feedback was superior to both. CONCLUSION Video-based self-evaluation and peer-assisted learning were as effective as expert feedback after didactic lecture in teaching suturing technique to novice veterinary surgeons. CLINICAL SIGNIFICANCE Video-based self-evaluation and peer feedback were viable alternative teaching strategies to didactic lecture and expert feedback alone for instructing novice veterinary surgeons.
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Affiliation(s)
- Jonathan M Coffman
- Department of Small Animal Clinical Sciences, College of Veterinary Medicine, University of Florida, Gainesville, Florida
| | - Marina J McConkey
- Department of Small Animal Clinical Sciences, College of Veterinary Medicine, University of Florida, Gainesville, Florida
| | - James Colee
- IFAS Statistical Consulting Unit, University of Florida, Gainesville, Florida
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16
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Galland J, Martis N, Levraut M, Hani H, Baumann C, Fournier JP, Braun M. Impact of Simulation-Based Learning on National Ranking Medical Examination Results in France. ACTA ACUST UNITED AC 2020; 15:259-265. [DOI: 10.1097/sih.0000000000000431] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
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17
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Gallagher KC, Matevish LE, Neuzil K, Evans PT, Eastham SC, Terhune KP, Eskind SJ. Peer-led Surgical Clerkship Programming Support Through the General Surgery Interest Group at the Vanderbilt University School of Medicine. JOURNAL OF SURGICAL EDUCATION 2019; 76:1451-1455. [PMID: 31129002 DOI: 10.1016/j.jsurg.2019.04.012] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2019] [Revised: 03/22/2019] [Accepted: 04/28/2019] [Indexed: 06/09/2023]
Abstract
OBJECTIVE We present a systematic, sustainable, student-led model for supporting the Surgical Clerkship experience. DESIGN Our model includes student-led suturing and knot-tying classes, operating room tours, skills sessions, and shelf review sessions provided systematically for each of 5 Surgical Clerkship blocks in the 2017 to 2018 academic year. SETTING Vanderbilt University School of Medicine. PARTICIPANTS Vanderbilt University School of Medicine Surgical Clerkship students and senior medical student instructors. RESULTS Successful implementation of a peer-led support program for the Surgical Clerkship with a majority of students rating the helpfulness of both the operating room tours and the skills sessions a 4 or 5 on a Likert scale. CONCLUSION Our student-led model for a Surgical Clerkship support program can be successfully implemented and demonstrates positive initial indicators of effectiveness.
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Affiliation(s)
- Kathleen C Gallagher
- Eskind Family Biomedical Library and Learning Center, Vanderbilt University School of Medicine, Nashville, Tennessee.
| | - Lauren E Matevish
- Eskind Family Biomedical Library and Learning Center, Vanderbilt University School of Medicine, Nashville, Tennessee
| | - Kevin Neuzil
- Eskind Family Biomedical Library and Learning Center, Vanderbilt University School of Medicine, Nashville, Tennessee
| | - Parker T Evans
- Eskind Family Biomedical Library and Learning Center, Vanderbilt University School of Medicine, Nashville, Tennessee
| | - Shannon C Eastham
- Eskind Family Biomedical Library and Learning Center, Vanderbilt University School of Medicine, Nashville, Tennessee; Vanderbilt University Medical Center, Department of Surgery, Division of General Surgery, Nashville, Tennessee
| | - Kyla P Terhune
- Eskind Family Biomedical Library and Learning Center, Vanderbilt University School of Medicine, Nashville, Tennessee; Vanderbilt University Medical Center, Department of Surgery, Division of General Surgery, Nashville, Tennessee
| | - Steven J Eskind
- Eskind Family Biomedical Library and Learning Center, Vanderbilt University School of Medicine, Nashville, Tennessee; Vanderbilt University Medical Center, Department of Surgery, Division of General Surgery, Nashville, Tennessee.
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18
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Bugaj TJ, Blohm M, Schmid C, Koehl N, Huber J, Huhn D, Herzog W, Krautter M, Nikendei C. Peer-assisted learning (PAL): skills lab tutors' experiences and motivation. BMC MEDICAL EDUCATION 2019; 19:353. [PMID: 31521146 PMCID: PMC6744669 DOI: 10.1186/s12909-019-1760-2] [Citation(s) in RCA: 34] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2018] [Accepted: 08/20/2019] [Indexed: 05/21/2023]
Abstract
BACKGROUND Peer-assisted learning (PAL) is a common teaching and learning method in medical education worldwide. In the setting of skills laboratories (skills labs), student tutors are often employed as an equivalent alternative to faculty teachers. However, to the best of our knowledge, there is a lack of qualitative studies which explore the reasons for the personal commitment of student tutors. The aim of our study was to examine how undergraduate students experienced and evaluated their roles as skills lab student tutors, what their motivation was, and whether social and cognitive congruence played a role in their teaching experiences. METHODS We conducted in-depth, semi-structured interviews with student tutors who were currently teaching in a skills lab. After the interviews had been transcribed verbatim, two independent investigators performed a qualitative content analysis according to Mayring. RESULTS In total, we conducted nine interviews with student tutors. Our results revealed that all student tutors showed great enthusiasm and motivation for their jobs as peer teachers. One of the main motivating factors for student tutors to teach in a skills lab was the possibility to simultaneously share and improve their knowledge and expertise. In general, the participants of our study had high aspirations for their teaching. They found it particularly important to be empathetic with the student learners. At the same time, they thought they would personally benefit from their teaching activities and develop a certain expertise as student tutors. CONCLUSIONS With the present study we are able to gain some insight into what motivates student tutors to teach in a skills lab and what kind of experiences they have. Our results provide an important input for the future training of highly qualified student tutors.
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Affiliation(s)
- T. J. Bugaj
- Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany
| | - M. Blohm
- Department of Psychosomatic Medicine and Psychotherapy, Klinikum Esslingen, Esslingen, Germany
| | - C. Schmid
- Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany
| | - N. Koehl
- Practice Drs./NL Albertus Arends, Heidelberg, Germany
| | - J. Huber
- Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany
| | - D. Huhn
- Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany
| | - W. Herzog
- Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany
| | - M. Krautter
- Department of Nephrology, University of Heidelberg, Heidelberg, Germany
- Clinic for Kidney, Hypertension and Autoimmune Diseases, Klinikum Stuttgart, Stuttgart, Germany
| | - C. Nikendei
- Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany
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Soetikno R, Kolb JM, Nguyen-Vu T, Jayasekera CR, Bogie R, Yu J, Asokkumar R, Sanduleanu S, Kaltenbach T. Evolving endoscopy teaching in the era of the millennial trainee. Gastrointest Endosc 2019; 89:1056-1062. [PMID: 30503847 PMCID: PMC7144810 DOI: 10.1016/j.gie.2018.11.027] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/30/2018] [Accepted: 11/21/2018] [Indexed: 02/08/2023]
Affiliation(s)
- Roy Soetikno
- Advanced Gastrointestinal Endoscopy, Mountain View, California, USA; Advanced Gastrointestinal Endoscopy, University of Indonesia, Jakarta, Indonesia
| | - Jennifer M. Kolb
- Division of Gastroenterology, University of Colorado Anschutz Medical Center, Denver, Colorado, USA
| | - Tiffany Nguyen-Vu
- Section of Gastroenterology, Veterans Affairs Medical Center, San Francisco, California, USA; Department of Medicine, University of California, San Francisco, California, USA
| | - Channa R. Jayasekera
- Department of Gastroenterology, Kaiser Permanente of Washington, Seattle, Washington, USA
| | - Roel Bogie
- Division of Gastroenterology and Hepatology, Maastricht University Medical Center, Maastricht, The Netherlands
| | - Jessica Yu
- Division of Gastroenterology and Hepatology, Stanford University School of Medicine, Stanford, California, USA
| | - Ravishankar Asokkumar
- Department of Gastroenterology and Hepatology, Singapore General Hospital, Singapore
| | - Silvia Sanduleanu
- Division of Gastroenterology and Hepatology, Maastricht University Medical Center, Maastricht, The Netherlands
| | - Tonya Kaltenbach
- Section of Gastroenterology, Veterans Affairs Medical Center, San Francisco, California, USA; Department of Medicine, University of California, San Francisco, California, USA
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20
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Hopkins L, Hampton BS, Abbott JF, Buery-Joyner SD, Craig LB, Dalrymple JL, Forstein DA, Graziano SC, McKenzie ML, Pradham A, Wolf A, Page-Ramsey SM. To the point: medical education, technology, and the millennial learner. Am J Obstet Gynecol 2018; 218:188-192. [PMID: 28599897 DOI: 10.1016/j.ajog.2017.06.001] [Citation(s) in RCA: 85] [Impact Index Per Article: 14.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2017] [Revised: 05/25/2017] [Accepted: 06/01/2017] [Indexed: 11/26/2022]
Abstract
This article, from the "To The Point" series that was prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, provides an overview of the characteristics of millennials and describes how medical educators can customize and reframe their curricula and teaching methods to maximize millennial learning. A literature search was performed to identify articles on generational learning. We summarize the importance of understanding the attitudes, ideas, and priorities of millennials to tailor educational methods to stimulate and enhance learning. Where relevant, a special focus on the obstetrics and gynecology curriculum is highlighted.
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21
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Irvine S, Williams B, McKenna L. How are we assessing near-peer teaching in undergraduate health professional education? A systematic review. NURSE EDUCATION TODAY 2017; 50:42-50. [PMID: 28012361 DOI: 10.1016/j.nedt.2016.12.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2016] [Revised: 11/21/2016] [Accepted: 12/08/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Near Peer teaching (NPT) is reported as an effective pedagogical approach to student learning and performance. Studies in medicine, nursing and health sciences have relied mainly on self-reports to describe its benefits, focusing on psychomotor and cognitive aspects of learning. Despite increasing research reports on peer teaching internationally, little is known about the various domains of learning used in assessment of performance and objective learning outcomes of NPT. OBJECTIVE To determine the domains of learning and assessment outcomes used in NPT in undergraduate health professional education. METHODS Quantitative systematic review was conducted in accord with the PRISMA protocol and the Joanna Briggs Institute processes. A wide literature search was conducted for the period 1990-November 2015 of fourteen databases. Grey literature was undertaken from all key research articles. Studies meeting the inclusion criteria were eligible for consideration, including measured learning outcomes of near-peer teaching in undergraduate education in nursing, medicine and health sciences. Set limitations included publications after 1990 (2015 inclusive), English language and objective learning outcomes. A quality appraisal process involving two independent reviewers was used to analyse the data. RESULTS Of 212 selected articles, 26 were included in the review. Terminology was confusing and found to be a barrier to the review process. Although some studies demonstrated effective learning outcomes resulting from near-peer teaching, others were inconclusive. Studies focused on cognitive and psychomotor abilities of learners with none assessing metacognition, affective behaviours or learning outcomes from quality of understanding. CONCLUSION The studies reviewed focused on cognitive and psychomotor abilities of learners. Even though evidence clearly indicates that metacognition and affective behaviours have direct influence on learning and performance, indicating more research around this topic is warranted. Methodological quality of the studies and lack of theoretical frameworks underpinned by educational psychology may have contributed to inconsistencies in learning outcomes reported.
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Affiliation(s)
- Susan Irvine
- School of Nursing and Midwifery, 10 Chancellors Walk, Monash University, Clayton, Victoria 3800, Australia.
| | - Brett Williams
- Department of Community Emergency Health and Paramedic Practice, Monash University, Level 2, Building H, Peninsula Campus, McMahons Road, Frankston VIC 3199, Australia.
| | - Lisa McKenna
- School of Nursing and Midwifery, 10 Chancellors Walk, Monash University, Clayton, Victoria 3800, Australia.
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Tai JH, Canny BJ, Haines TP, Molloy EK. Identifying Opportunities for Peer Learning: An Observational Study of Medical Students on Clinical Placements. TEACHING AND LEARNING IN MEDICINE 2017; 29:13-24. [PMID: 27141957 DOI: 10.1080/10401334.2016.1165101] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
UNLABELLED Phenomenon: Peer assisted learning (PAL) is frequently employed and researched in preclinical medical education. Fewer studies have examined PAL in the clinical context: These have focused mainly on the accuracy of peer assessment and potential benefits to learner communication and teamwork skills. Research has also examined the positive and negative effects of formal, structured PAL activities in the clinical setting. Given the prevalence of PAL activities during preclinical years, and the unstructured nature of clinical placements, it is likely that nonformal PAL activities are also undertaken. How PAL happens formally and informally and why students find PAL useful in this clinical setting remain poorly understood. APPROACH This study aimed to describe PAL activities within the context of clinical placement learning and to explore students' perceptions of these activities. An ethnographic study was conducted to gather empirical data on engagement in clinical placement learning activities, including observations and interviews with students in their 1st clinical year, along with their supervising clinicians. Thematic analysis was used to interrogate the data. FINDINGS On average, students used PAL for 5.19 hours per week in a range of activities, of a total of 29.29 hours undertaking placements. PAL was recognized as a means of vicarious learning and had greater perceived value when an educator was present to guide or moderate the learning. Trust between students was seen as a requirement for PAL to be effective. Students found passive observation a barrier to PAL and were able to identify ways to adopt an active stance when observing peers interacting with patients. For example, learners reported that the expectation that they had to provide feedback to peers after task observation, resulted in them taking on a more critical gaze where they were encouraged to consider notions of good practice. Insights: Students use PAL in formal (i.e., tutorial) and nonformal (e.g., peer observation and feedback on the ward; discussion during lunch) situations in clinical education and find it useful. The educator is crucial in fostering PAL through providing opportunities for learners to practice together and in helping to moderate discussions about quality of performance. Student engagement in PAL may reduce passivity commonly reported in clinical rotations. Further directions for research into PAL in clinical education are identified along with potential strategies that may maximize the benefits of peer to peer learning.
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Affiliation(s)
- Joanna H Tai
- a Faculty of Medicine, Nursing & Health Sciences, Monash University , Melbourne , Victoria , Australia
| | - Benedict J Canny
- a Faculty of Medicine, Nursing & Health Sciences, Monash University , Melbourne , Victoria , Australia
| | - Terry P Haines
- a Faculty of Medicine, Nursing & Health Sciences, Monash University , Melbourne , Victoria , Australia
| | - Elizabeth K Molloy
- a Faculty of Medicine, Nursing & Health Sciences, Monash University , Melbourne , Victoria , Australia
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Ashokka B, Narendiran K, Bhattacharya A, Pai D, Liang S, Subramanian S, Larmie ET, Chen FG. Inherent variability in airway characteristics of simulation manikins: is it time we standardised assessments of crisis management skills? BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2016; 2:103-107. [DOI: 10.1136/bmjstel-2016-000109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/25/2016] [Indexed: 11/04/2022]
Abstract
IntroductionLearning of simulation-based crisis management skills involves technologically advanced manikins and use of automated scenarios. Progressions in preprogrammed scenarios require finite task completion such as successful airway intubations for achieving optimal learning outcomes aligned to curricular goals. The study was set to explore the existing variability among various simulation manikins in use at our institute for undergraduate medical education.Methods56 final-year undergraduate students, who had received prior training in airway management skills, performed intubations on each of the 5 different manikins (56×5=280 intubations). The manikins used were the Human Patient Simulator (HPS), iStan & Emergency Care Simulator (ECS) from CAE Healthcare and Mega Code Kelly (MCK) and Airway Trainer (AWTR) from Laerdal. The students’ performances were compared for success rates, ease of intubation, grade of laryngeal visualisation and presence of tooth injury on the manikins, Data from the intubations were cross-tabulated and evaluated by general estimating equation analysis using the Poisson model.ResultsiStan had the higher rates of failure to intubate (64.3%). iStan (62.5%) and HPS (57.1%) had statistically significant teeth injury (p<0.0001) compared to other manikins. HPS and AWTR had the least difficult grades of laryngeal visualisation (Cormack Lehane grades 1 and 2), while the most difficult grade of visualisation (Cormack Lehane grades 3 and 4) was reported in ECS (44.6%).ConclusionsEach of the high-technology manikins used in automated scenarios for crisis management teaching and learning has heterogeneity in airway features. Since frequent airway management is a critical component of simulation scenarios, this can affect student performance when these manikins are used for formative and summative high-stakes assessments.
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Olaussen A, Reddy P, Irvine S, Williams B. Peer-assisted learning: time for nomenclature clarification. MEDICAL EDUCATION ONLINE 2016; 21:30974. [PMID: 27415590 PMCID: PMC4944593 DOI: 10.3402/meo.v21.30974] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2016] [Revised: 06/17/2016] [Accepted: 06/19/2016] [Indexed: 05/28/2023]
Abstract
BACKGROUND Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature. Given the increasing interest in PAL as an education philosophy, the terms need clarification. The aim of this review is to 1) describe different PAL programmes, 2) clarify the terminology surrounding PAL, and 3) propose a simple pragmatic way of defining PAL programmes based on their design. METHODS A review of current PAL programmes within the healthcare setting was conducted. Each programme was scrutinised based on two aspects: the relationship between student and teacher, and the student to teacher ratio. The studies were then shown to fit exclusively into the novel proposed classification. RESULTS The 34 programmes found, demonstrate a wide variety in terms used. We established six terms, which exclusively applied to the programmes. The relationship between student and teacher was categorised as peer-to-peer or near-peer. The student to teacher ratio suited three groupings, named intuitively 'Mentoring' (1:1 or 1:2), 'Tutoring' (1:3-10), and 'Didactic' (1:>10). From this, six novel terms - all under the heading of PAL - are suggested: 'Peer Mentoring', 'Peer Tutoring', 'Peer Didactic', 'Near-Peer Mentoring', 'Near-Peer Tutoring', and 'Near-Peer Didactic'. CONCLUSIONS We suggest herein a simple pragmatic terminology to overcome ambiguous terminology. Academically, clear terms will allow effective and efficient research, ensuring furthering of the educational philosophy.
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Affiliation(s)
- Alexander Olaussen
- Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia
- Emergency & Trauma Centre, The Alfred Hospital, Melbourne, Australia
- National Trauma Research Institute, The Alfred Hospital, Melbourne, Australia;
| | - Priya Reddy
- Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia
| | - Susan Irvine
- Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia
| | - Brett Williams
- Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia
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25
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Cameron DA, Binnie VI, Sherriff A, Bissell V. Peer assisted learning: teaching dental skills and enhancing graduate attributes. Br Dent J 2016; 219:267-72. [PMID: 26404990 DOI: 10.1038/sj.bdj.2015.722] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/07/2015] [Indexed: 11/09/2022]
Abstract
This study describes a pilot project in which peer assisted learning (PAL) is used to teach dental clinical skills. A cluster randomised controlled trial compared opinions of Bachelor of Dental Surgery (BDS) students from peer-led groups versus staff-led groups in a clinical (impression taking) and a pre-clinical (handpiece skills) task. BDS5 (peer tutors) in their final year delivered teaching to BDS1 (tutees) for each task. Quantitative data from tutees and the peer tutors was gathered from questionnaires, along with open written comments. PAL was well received by both tutees and peer tutors. BDS1 tutees rated BDS5 peer tutors highly for delivery of information, and level of feedback. The tutees considered peer tutors more approachable and less intimidating than staff. Peer tutors reported their own knowledge had increased as a result of teaching. In a summative OSCE (objective structured clinical examination) four months following the teaching, no statistical significant difference between the performance of peer-led and staff-led groups was found at stations related to the subject matter in question. It is argued that PAL, as well as being a useful method of delivering subject-specific teaching, is able to contribute to the development of graduate attributes.
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Affiliation(s)
| | | | | | - V Bissell
- Dental Education Glasgow Dental Hospital and School, 378, Sauchiehall Street, Glasgow, G2 3JZ
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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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Hampton BS, Craig LB, Abbott JF, Buery-Joyner SD, Dalrymple JL, Forstein DA, Hopkins L, McKenzie ML, Page-Ramsey SM, Pradhan A, Wolf A, Graziano SC. To the point: teaching the obstetrics and gynecology medical student in the operating room. Am J Obstet Gynecol 2015; 213:464-8. [PMID: 25857571 DOI: 10.1016/j.ajog.2015.04.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2015] [Revised: 03/27/2015] [Accepted: 04/03/2015] [Indexed: 10/23/2022]
Abstract
This article, from the "To the Point" series that is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, is a review of considerations for teaching the medical student in the operating room during the obstetrics/gynecology clerkship. The importance of the medical student operating room experience and barriers to learning in the operating room are discussed. Specific considerations for the improvement of medical student learning and operating room experience, which include the development of operating room objectives and specific curricula, an increasing awareness regarding role modeling, and faculty development, are reviewed.
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The Evolving Role of Simulation in Teaching Surgery in Undergraduate Medical Education. Surg Clin North Am 2015. [DOI: 10.1016/j.suc.2015.04.001] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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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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Surgical technique for optimal outcomes. J Am Acad Dermatol 2015; 72:377-87. [DOI: 10.1016/j.jaad.2014.06.048] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2013] [Revised: 06/17/2014] [Accepted: 06/17/2014] [Indexed: 11/23/2022]
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Ahmadi SF, Baradaran HR, Ahmadi E. Effectiveness of teaching evidence-based medicine to undergraduate medical students: a BEME systematic review. MEDICAL TEACHER 2015; 37:21-30. [PMID: 25401408 DOI: 10.3109/0142159x.2014.971724] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
BACKGROUND Despite the widespread teaching of evidence-based medicine (EBM) to medical students, the relevant literature has not been synthesized appropriately as to its value and effectiveness. AIM To systematically review the literature regarding the impact of teaching EBM to medical students on their EBM knowledge, attitudes, skills and behaviors. METHODS MEDLINE, SCOPUS, Web of science, ERIC, CINAHL and Current Controlled Trials up to May 2011 were searched; backward and forward reference checking of included and relevant studies was also carried out. Two investigators independently extracted data and assessed the quality of the studies. RESULTS 10,111 potential studies were initially found, of which 27 were included in the review. Six studies examined the effect of clinically integrated methods, of which five had a low quality and the other one used no validated assessment tool. Twelve studies evaluated the effects of seminars, workshops and short courses, of which 11 had a low quality and the other one lacked a validated assessment tool. Six studies examined e-learning, of which five having a high or acceptable quality reported e-learning to be as effective as traditional teaching in improving knowledge, attitudes and skills. One robust study found problem-based learning less effective compared to usual teaching. Two studies with high or moderate quality linked multicomponent interventions to improved knowledge and attitudes. No included study assessed the long-term effects of the teaching of EBM. CONCLUSIONS Our findings indicated that some EBM teaching strategies have the potential to improve knowledge, attitudes and skills in undergraduate medical students, but the evidenced base does not demonstrate superiority of one method. There is no evidence demonstrating transfer to clinical practice.
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MacLean K, Hindman HB. UR Well Eye Care: a model for medical student ophthalmology education and service in the community. Clin Ophthalmol 2014; 8:2397-401. [PMID: 25473267 PMCID: PMC4251576 DOI: 10.2147/opth.s71724] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
PURPOSE To assess medical student ophthalmic educational exposure and service provided through the University of Rochester's UR Well Eye Care (URWEC) program, a student-run initiative in which medical students provide supervised eye care to an uninsured urban population. DESIGN Retrospective chart review. SUBJECTS Consecutive patients seen at the student-run URWEC in Rochester, NY, USA between June 2008 and June 2013. METHODS One hundred and forty-five of 148 charts of consecutive patients seen at URWEC over the 5-year period were identified and reviewed. Data on patient demographics, reason for visit, history, examination, diagnoses, and management were collected into a database. MAIN OUTCOME MEASURES Main outcome measures included reasons for referral, student performance of ophthalmic examination components, ophthalmic diagnoses, and hours of volunteer service rendered. RESULTS Patients came from a variety of countries and educational and racial backgrounds. The most common reason for referral to URWEC was diabetic screening eye exams (66/145, 46%). Student volunteers performed the following examination components in 79%-100% of visits under direct supervision of an attending ophthalmologist: visual acuity, pupils, extraocular movements, confrontation visual fields, intraocular pressure, drop administration, slit-lamp examination, and dilated fundoscopic exam. The most common diagnosis other than refractive error was cataract (29/145, 20%). Almost half of patients (66/145, 46%) were diagnosed with potentially vision-threatening conditions. Six hundred and thirty hours of community service were rendered by students and attending ophthalmologists during the 5-year period. CONCLUSION Student-run eye clinics provide a longitudinal setting where students can receive one-on-one training with attending ophthalmologists, attain a broad clinical exposure, and provide a needed service in their communities.
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Affiliation(s)
- Kyle MacLean
- University of Rochester School of Medicine and Dentistry, Rochester, NY, USA
| | - Holly B Hindman
- The Flaum Eye Institute, University of Rochester, Rochester, NY, USA ; Center for Visual Science, University of Rochester, Rochester, NY, USA
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Abstract
BACKGROUND The traditional method of teaching in surgery is known as "see one, do one, teach one." However, many have argued that this method is no longer applicable, mainly because of concerns for patient safety. The purpose of this article is to show that the basis of the traditional teaching method is still valid in surgical training if it is combined with various adult learning principles. METHODS The authors reviewed literature regarding the history of the formation of the surgical residency program, adult learning principles, mentoring, and medical simulation. The authors provide examples for how these learning techniques can be incorporated into a surgical resident training program. RESULTS The surgical residency program created by Dr. William Halsted remained virtually unchanged until recently with reductions in resident work hours and changes to a competency-based training system. Such changes have reduced the teaching time between attending physicians and residents. Learning principles such as experience, observation, thinking, and action and deliberate practice can be used to train residents. Mentoring is also an important aspect in teaching surgical technique. The authors review the different types of simulators-standardized patients, virtual reality applications, and high-fidelity mannequin simulators-and the advantages and disadvantages of using them. CONCLUSIONS The traditional teaching method of "see one, do one, teach one" in surgical residency programs is simple but still applicable. It needs to evolve with current changes in the medical system to adequately train surgical residents and also provide patients with safe, evidence-based care.
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Denadai R, Saad-Hossne R, Martinhão Souto LR. Simulation-based cutaneous surgical-skill training on a chicken-skin bench model in a medical undergraduate program. Indian J Dermatol 2013; 58:200-7. [PMID: 23723471 PMCID: PMC3667283 DOI: 10.4103/0019-5154.110829] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023] Open
Abstract
BACKGROUND Because of ethical and medico-legal aspects involved in the training of cutaneous surgical skills on living patients, human cadavers and living animals, it is necessary the search for alternative and effective forms of training simulation. AIMS To propose and describe an alternative methodology for teaching and learning the principles of cutaneous surgery in a medical undergraduate program by using a chicken-skin bench model. MATERIALS AND METHODS One instructor for every four students, teaching materials on cutaneous surgical skills, chicken trunks, wings, or thighs, a rigid platform support, needled threads, needle holders, surgical blades with scalpel handles, rat-tooth tweezers, scissors, and marking pens were necessary for training simulation. RESULTS A proposal for simulation-based training on incision, suture, biopsy, and on reconstruction techniques using a chicken-skin bench model distributed in several sessions and with increasing levels of difficultywas structured. Both feedback and objective evaluations always directed to individual students were also outlined. CONCLUSION The teaching of a methodology for the principles of cutaneous surgery using a chicken-skin bench model versatile, portable, easy to assemble, and inexpensive is an alternative and complementary option to the armamentarium of methods based on other bench models described.
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Affiliation(s)
- Rafael Denadai
- Institute of Plastic and Craniofacial Surgery, Brazilian Society of Research and Assistance to Craniofacial Rehabilitation Hospital (SOBRAPAR), Campinas Brazil ; Department of Surgery, Botucatu Medical School, University of the State of São Paulo (UNESP), Botucatu, Brazil ; Division of Plastic and Reconstructive Surgery, Department of Surgery, School of Medical Sciences, Marilia University (UNIMAR), Marilia, SP, Brazil
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Acquisition of suture skills during medical graduation by instructor-directed training: a randomized controlled study comparing senior medical students and faculty surgeons. Updates Surg 2013; 65:131-40. [PMID: 23404432 DOI: 10.1007/s13304-013-0199-y] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2012] [Accepted: 01/16/2013] [Indexed: 02/08/2023]
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Strand EB, Johnson B, Thompson J. Peer-assisted communication training: veterinary students as simulated clients and communication skills trainers. JOURNAL OF VETERINARY MEDICAL EDUCATION 2013; 40:233-241. [PMID: 23975077 DOI: 10.3138/jvme.0113-021r] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Mounting research supports the use of peer-assisted learning (PAL) as a teaching method in human and veterinary medicine. PAL can be a cost-efficient educational tool, saving both financial resources and faculty time. This article reviews a PAL model for teaching communication skills to veterinary medical students. In this model, junior veterinary students served as simulated clients for sophomore veterinary students. Details regarding methods of program delivery as well as evaluation data are presented. Differences between two student cohorts who participated in the PAL educational model and their subsequent evaluation results are discussed. Overall, veterinary medical students reported that this approach was beneficial and that the topic was critical to their success as veterinarians. Students also showed improvement in communication knowledge and reported that peer feedback was a strength of the program. Finally, future directions to assess and strengthen the use of PAL for communication training in veterinary medical education are proposed.
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Denadai R, Toledo AP, Martinhão Souto LR. Basic Plastic Surgery Skills Training Program on Inanimate Bench Models during Medical Graduation. PLASTIC SURGERY INTERNATIONAL 2012; 2012:651863. [PMID: 23326659 PMCID: PMC3544258 DOI: 10.1155/2012/651863] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/01/2012] [Revised: 11/12/2012] [Accepted: 11/19/2012] [Indexed: 02/05/2023]
Abstract
Due to ethical and medical-legal drawbacks, high costs, and difficulties of accessibility that are inherent to the practice of basic surgical skills on living patients, fresh human cadaver, and live animals, the search for alternative forms of training is needed. In this study, the teaching and learning process of basic surgical skills pertinent to plastic surgery during medical education on different inanimate bench models as a form of alternative and complementary training to the teaching programs already established is proposed.
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Affiliation(s)
- Rafael Denadai
- Institute of Plastic and Craniofacial Surgery, SOBRAPAR Hospital, Avenue Adolpho Lutz 100, Caixa Postal 6028, 13084-880 Campinas, SP, Brazil
- Division of Plastic and Reconstructive Surgery, Department of Surgery, School of Medical Sciences, University of Marίlia (UNIMAR), 17525-902 Marίlia, SP, Brazil
| | - Andréia Padilha Toledo
- School of Medical Sciences, University São Francisco (USF), 12916-900 Bragança Paulista, SP, Brazil
| | - Luis Ricardo Martinhão Souto
- Division of Plastic and Reconstructive Surgery, Department of Surgery, School of Medical Sciences, University of Marίlia (UNIMAR), 17525-902 Marίlia, SP, Brazil
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Beard JH, O'sullivan P, Palmer BJA, Qiu M, Kim EH. Peer assisted learning in surgical skills laboratory training: a pilot study. MEDICAL TEACHER 2012; 34:957-9. [PMID: 22913520 DOI: 10.3109/0142159x.2012.706340] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
BACKGROUND Peer assisted learning (PAL) has been rarely investigated in surgical skills training. AIMS Describe feedback residents give peers on surgical skills with and without guidelines, determine the association between feedback and actual performance, evaluate resident satisfaction with PAL. METHOD Participants evaluated peers using a validated knot-tying checklist and provided feedback on suturing without a guideline. Feedback comments were coded by type and an expert scored performance of each participant. Residents completed a satisfaction questionnaire. RESULTS Comments were generally specific. Feedback was twice as likely with the use of a guideline. Specific feedback correlated significantly with expert knot-tying score but not suturing score. Most participants felt peer feedback was helpful and were motivated to practice surgical skills after PAL sessions. CONCLUSIONS Surgical residents can provide high quality specific feedback to peers on surgical skills using performance guidelines. Further exploration of effective PAL methodology in surgical skills laboratory training is needed.
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Minhas PS, Ghosh A, Swanzy L. The effects of passive and active learning on student preference and performance in an undergraduate basic science course. ANATOMICAL SCIENCES EDUCATION 2012; 5:200-207. [PMID: 22434661 DOI: 10.1002/ase.1274] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2011] [Revised: 02/11/2012] [Accepted: 02/21/2012] [Indexed: 05/31/2023]
Abstract
Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical) teaching methods on students' retention of information and performance. For each year of the study, the course was divided into two time periods. The first half was dedicated to instructor-led lectures, followed by a control survey in which the students rated the efficiency of pedagogical learning on a five-point Likert scale from one (strongly disagree) to five (strongly agree). During the second period, students engaged in andragogical learning via peer-led seminars. An experimental survey was then administered to students using the same scale as above to determine students' preferred teaching method. Raw examination scores and survey results from both halves of the course were statistically analyzed by ANOVA with Newman-Keuls multiple comparison test. By the end of the study, student preference for peer-led seminars increased [mean ± SD: (2.47 ± 0.94)/(4.03 ± 1.36), P < 0.04], and examination scores significantly increased [mean ± SD: (73.91% ± 13.18)/(85.77 ± 5.22), P < 0.001]. A majority of students (68.8%) preferred a method that contained peer-led seminars and instructor-led lectures. These results may indicate that integration of active and passive learning into undergraduate courses may have greater benefit in terms of student preference and performance than either method alone.
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Affiliation(s)
- Paras Singh Minhas
- School of Arts and Sciences, University of Pittsburgh, Pittsburgh, PA 15213, USA.
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