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Baskaran R, Mukhopadhyay S, Ganesananthan S, Gamage MP, Dalavaye N, Ng V, Bennett R, Srinivasan S, Sureshkumarnair P, Spencer R, Bhatt H, Manivannan S, Zaben M. Enhancing medical students` confidence and performance in integrated structured clinical examinations (ISCE) through a novel near-peer, mixed model approach during the COVID-19 pandemic. BMC MEDICAL EDUCATION 2023; 23:128. [PMID: 36823563 PMCID: PMC9947444 DOI: 10.1186/s12909-022-03970-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Accepted: 12/16/2022] [Indexed: 06/18/2023]
Abstract
BACKGROUND Near-peer medical education serves as an important method of delivering education to junior students by senior students. Due to the reduced clinical exposure because of the COVID-19 pandemic, we developed a mentorship scheme to help medical students with their Integrated Structured Clinical Examinations (ISCEs) by providing a combination of near-peer mentorship together with lecture-based teaching on a weekly basis for a 12-week period. Students attended a specialty-focused lecture every Tuesday followed by a small group teaching session organised by their tutor. METHODS A longitudinal evaluative interventional study was undertaken by the international student led medical education organisation, OSCEazy. The teaching programme was organised and conducted by third year medical students to a recruited cohort of second year medical students. Students' perceptions of ISCEs (confidence, anxiety, and overall performance) were evaluated using 5-point Likert scales while their knowledge of the specialty was assessed using 10 single best answer questions which were distributed via Google® forms at the start and end of each week. In addition, we assessed tutor perceptions of their teaching and learning experience. RESULTS Seventy-two tutees were enrolled in the programme (mean age: 24.4, female: 77.8%). 88.9% of the participants had not attended any online ISCE teaching prior to this. They preferred in-person ISCE teaching as compared to virtual sessions [median 4.5 (IQR 4-5) vs 3 (IQR 3-4), p < 0.0001), respectively]. There was a significant overall increase in knowledge when comparing pre-session and post-session performance [mean 53.7% vs 70.7%, p < 0.0001)]. There was a significant increase in student confidence [Confidence: median 3 (IQR:3-4) vs 4 (IQR 3-4), p < 0.0001] while no change was seen in the anxiety and perception of their overall performance in an ISCE. [Anxiety: median 3 (IQR 2-4) vs 3 (IQR 3-4), p = 0.37, Performance: median 3 (IQR 3-4) vs median 3 (IQR 3-4), p < 0.0001]. The tutors reported an increase in their confidence in teaching ISCEs online [median 3 (IQR 2-3.25) vs median 4 (IQR 4-5), p < 0.0001)]. CONCLUSION Online near-peer teaching increases the confidence of both tutees and tutors involved while enhancing the tutees' knowledge of the specialty. Thus, medical schools should incorporate near-peer teaching in their curriculum to enhance the student learning experience.
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Affiliation(s)
- Ravanth Baskaran
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | - Srinjay Mukhopadhyay
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | | | | | - Nishaanth Dalavaye
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | - Vincent Ng
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | - Richard Bennett
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | - Sripradha Srinivasan
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK
| | | | - Robert Spencer
- Neuroscience and Mental Health Research Institute (NMHRI), Cardiff University, Cardiff, UK
- Department of Neurosurgery, University Hospital of Wales, Cardiff, UK
| | - Harsh Bhatt
- Neuroscience and Mental Health Research Institute (NMHRI), Cardiff University, Cardiff, UK
- Department of Neurosurgery, University Hospital of Wales, Cardiff, UK
| | - Susruta Manivannan
- Department of Neurosurgery, Southampton General Hospital, Tremona Road, Southampton, SO16 6YD, UK
| | - Malik Zaben
- School of Medicine, Cardiff University, Heath Park Campus, Cardiff, CF14 4YS, UK.
- Neuroscience and Mental Health Research Institute (NMHRI), Cardiff University, Cardiff, UK.
- Department of Neurosurgery, University Hospital of Wales, Cardiff, UK.
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Tahir B, Peterson DM, Heitkamp DE, Gunderman RB. Taking Resident Feedback Seriously: A Hands-on Ultrasound Course. Acad Radiol 2016; 23:1610-1613. [PMID: 27823657 DOI: 10.1016/j.acra.2016.08.020] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2016] [Accepted: 08/23/2016] [Indexed: 11/18/2022]
Affiliation(s)
- Bilal Tahir
- Department of Radiology, Indiana University School of Medicine, 702 North Barnhill Drive, Room 1053, Indianapolis, IN 46202
| | - Dina M Peterson
- Department of Radiology, Indiana University School of Medicine, 702 North Barnhill Drive, Room 1053, Indianapolis, IN 46202
| | - Darel E Heitkamp
- Department of Radiology, Indiana University School of Medicine, 702 North Barnhill Drive, Room 1053, Indianapolis, IN 46202
| | - Richard B Gunderman
- Department of Radiology, Indiana University School of Medicine, 702 North Barnhill Drive, Room 1053, Indianapolis, IN 46202.
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