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Robertson C, Noonan Z, Boyle JG. A case-controlled trial evaluating the summative performance of the 3-D skills Model. BMC MEDICAL EDUCATION 2024; 24:954. [PMID: 39223576 PMCID: PMC11370037 DOI: 10.1186/s12909-024-05943-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2024] [Accepted: 08/22/2024] [Indexed: 09/04/2024]
Abstract
BACKGROUND Near-peer teaching is a popular pedagogical teaching tool however many existing models fail to demonstrate benefits in summative OSCE performance. The 3-step deconstructed (3-D)skills near-peer model was recently piloted in undergraduate medicine showing short term improvement in formative OSCE performance utilising social constructivist educational principles. This study aims to assess if 3-D skills model teaching affects summative OSCE grades. METHODS Seventy-nine third year medical students attended a formative OSCE event at the University of Glasgow receiving an additional 3-minutes per station of either 3-D skills teaching or time-equivalent unguided practice. Students' summative OSCE results were compared against the year cohort to establish whether there was any difference in time delayed summative OSCE performance. RESULTS 3-D skills and unguided practice cohorts had comparable demographical data and baseline formative OSCE performance. Both the 3-D skill cohort and unguided practice cohort achieved significantly higher median station pass rates at summative OSCEs than the rest of the year. This correlated to one additional station pass in the 3-D skills cohort, which would increase median grade banding from B to A. The improvement in the unguided practice cohort did not achieve educational significance. CONCLUSION Incorporating the 3-D skills model into a formative OSCE is associated with significantly improved performance at summative OSCEs. This expands on the conflicting literature for formative OSCE sessions which have shown mixed translation to summative performance and suggests merit in institutional investment to improve clinical examination skills.
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Affiliation(s)
- C Robertson
- Undergraduate Medical School, The University of Glasgow, Glasgow, Scotland.
- Anaesthetics Department, Glasgow Royal Infirmary, 84 Castle Street, Glasgow, G4 0SF, Scotland.
| | - Z Noonan
- Undergraduate Medical School, The University of Glasgow, Glasgow, Scotland
| | - J G Boyle
- Undergraduate Medical School, The University of Glasgow, Glasgow, Scotland
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2
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Zhao MY, Shirazi S, Trinder K, Hominuke T, Ruddy G, Malin G, McKague M. A student-led clerkship primer: a near-peer orientation to clerkship. CANADIAN MEDICAL EDUCATION JOURNAL 2024; 15:83-85. [PMID: 38827907 PMCID: PMC11139801 DOI: 10.36834/cmej.76866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/05/2024]
Abstract
The transition between pre-clerkship and clerkship can be difficult for medical students. Near-peer teaching may fill knowledge gaps within curricular clerkship orientation, leveraging recent, relatable, and up-to-date experiences from near-peers. These benefits have not been formally evaluated in the context of a clerkship orientation. We therefore created the Clerkship Primer, a near-peer teaching initiative that aimed to introduce incoming clerks to clerkship through a curricular session facilitated exclusively by senior clerkship students. Sessions had high satisfaction among students. This pilot project suggests that curricular near-peer teaching is a valuable component of clerkship orientation.
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Affiliation(s)
- Mars Yixing Zhao
- College of Medicine, University of Saskatchewan, Saskatchewan, Canada
| | - Shayan Shirazi
- College of Medicine, University of Saskatchewan, Saskatchewan, Canada
| | - Krista Trinder
- College of Medicine, University of Saskatchewan, Saskatchewan, Canada
| | - Tamara Hominuke
- College of Medicine, University of Saskatchewan, Saskatchewan, Canada
| | - Ginger Ruddy
- Department of Academic Family Medicine, College of Medicine, University of Saskatchewan, Saskatchewan, Canada
| | - Greg Malin
- Department of Academic Family Medicine, College of Medicine, University of Saskatchewan, Saskatchewan, Canada
| | - Meredith McKague
- Department of Academic Family Medicine, College of Medicine, University of Saskatchewan, Saskatchewan, Canada
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Alt L, Walter R, Harris M, Hari R. Optimal timing of faculty teaching when combined with near-peer teaching: A mixed methods analysis. MEDICAL TEACHER 2024:1-8. [PMID: 38301624 DOI: 10.1080/0142159x.2024.2308788] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2023] [Accepted: 01/18/2024] [Indexed: 02/03/2024]
Abstract
BACKGROUND Near-peer teaching is increasingly used in medical education, supporting or replacing faculty teaching. It has positive aspects for learners and tutors, some of which are explained by higher social and cognitive congruence between learners and near-peer tutors (NPTs). This study investigates the optimal combination of faculty tutors (FTs) and NPTs in an abdominal ultrasound course. METHODS Sixty-four third-year medical students underwent a basic ultrasound course, with 75% of lessons taught by NPTs and 25% by FTs. Each of four groups had a different faculty teaching timing. A mixed methods approach used a survey and semi-structured interviews at the course end to elicit learners' preferences, and end-of-course examination scores to look for differences in outcomes. RESULTS Most learners preferred having faculty teaching in the second half of the course, saying it would be overwhelming to start with FTs. Learners preferred between a quarter and a third of the teaching to be from FTs, with NPTs rated better at teaching basics, and FTs contributing unique, helpful clinical knowledge. There was no significant between-group difference in examination scores. CONCLUSIONS Medical students preferred most of their teaching to be from NPTs, with some faculty input in the second half of the course.
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Affiliation(s)
- Leander Alt
- Dean's Office, Medical Faculty, University of Bern, Bern, Switzerland
| | - Robin Walter
- Institute of Primary Health Care (BIHAM), University of Bern, Bern, Switzerland
| | - Michael Harris
- Institute of Primary Health Care (BIHAM), University of Bern, Bern, Switzerland
- College of Medicine & Health, University of Exeter Medical School, Exeter, UK
| | - Roman Hari
- Dean's Office, Medical Faculty, University of Bern, Bern, Switzerland
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
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Gamble C, Oatham A, Parikh R. Should Virtual Objective Structured Clinical Examination (OSCE) Teaching Replace or Complement Face-to-Face Teaching in the Post-COVID-19 Educational Environment: An Evaluation of an Innovative National COVID-19 Teaching Programme. Cureus 2023; 15:e49708. [PMID: 38161854 PMCID: PMC10757465 DOI: 10.7759/cureus.49708] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/29/2023] [Indexed: 01/03/2024] Open
Abstract
Background The COVID-19 pandemic brought about drastic changes to medical education and examinations, with a shift to online lectures and webinars. Additionally, social restrictions in the United Kingdom (UK) inhibited students' ability to practice for objective structured clinical examination (OSCE) with their peers. Methods The Virtual OSCE buddy scheme (VOBS) provided a means to practice OSCE skills virtually by linking groups of 2-6 final-year medical students with a junior doctor who had recently passed their exams. Sessions were held virtually, tailored to the needs of each group, in a 3-month period prior to examinations. The scheme ran across two examination periods, 2020/21 and 2021/22, including a total of 13 universities throughout the UK. Results In 2020/21, 96% (n=227) of students described improved confidence in OSCE scenarios. Furthermore, 90% (n=213) reported improvement in communication, 89% (n=211) in diagnosis and clinical reasoning and 86% (n=203) in history-taking skills. Examination and procedural skills proved more challenging to practice virtually, with improvement reported by 31% (n=73) and 15% (n=36) of students, respectively. Ninety-three per cent (n=58) of buddies reported improved lesson planning abilities and 90% (n=57) felt more confident in their teaching. In 2021/22, 90% (n=133) of students felt more prepared for their OSCE. In key skills, improvement was reported by 87% (n=128) in communication, 84% (n=124) in diagnosis and clinical reasoning and 83% (n=123) in history-taking. In this cohort, 40% (n=59) reported improvement in examination skills and 24% (n=36) in procedural skills. Ninety per cent (n=83) of buddies reported an improvement in teaching skills, with 93% (n=85) increasing their confidence to teach. Conclusion VOBS demonstrates the benefits to students and teachers of near-peer OSCE teaching. Given the virtual nature, the main drawback is the inability to practice hands-on examination and procedural skills. This scheme provides insight to educators planning virtual teaching programmes in the future. With the evolution of technology, virtual examination and procedure practice may be possible in the near future. VOBS would suggest that currently, virtual OSCE teaching should be used to complement face-to-face teaching.
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Affiliation(s)
- Charles Gamble
- Trauma and Orthopaedics, Royal Stoke Hospital, Stoke-on-Trent, GBR
| | - Alice Oatham
- Obstetrics and Gynaecology, Chesterfield Royal Hospital, Chesterfield, GBR
| | - Raj Parikh
- Geriatrics, Royal Oldham Hospital, Northern Care Alliance, Manchester, GBR
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Ting JSK, Tan YL, Veasuvalingam B, Yap AYM, Ghui SM, Yong JL, Goodson M. Scaffolding dermatological learning with near-peer teaching for preclinical-year medical students. Clin Exp Dermatol 2023; 48:998-1006. [PMID: 37097177 DOI: 10.1093/ced/llad149] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 04/20/2023] [Indexed: 04/26/2023]
Abstract
BACKGROUND To date, to our knowledge, there has not been a study on dermatological teaching in the preclinical years (usually the first 2 years of medical school), where the majority of learning takes place in the form of lectures and seminars. Near-peer teaching (NPT) involves students who are at least one academic year more senior imparting knowledge to junior students. The principles behind scaffolding are having a more experienced teacher to guide learning, breaking down learning into smaller tasks and helping to build interest in learning. OBJECTIVES To investigate the feasibility and effectiveness of NPT in scaffolding dermatological learning among preclinical-year medical students. METHODS Near-peer teachers who are content experts in dermatology taught alongside conventional teaching with lecturers. We employed five quiz questions before and after the case launch lecture, where students were first exposed to dermatology. We also invited students to provide feedback using a questionnaire on NPT in dermatology at the end of the case 8 teaching week. RESULTS In total, 74 students participated in the pre- and post-lecture quiz questions, and 47 completed feedback. There was overwhelmingly positive feedback towards NPT, and various learning theories can help explain the success of this project. CONCLUSIONS Preclinical students enjoy dermatological teaching with the involvement of suitable near-peers. With the professional barrier removed, students can better relate to near-peers (and vice versa). Helping students understand the relevance of dermatology in the clinical setting at an early stage and adopting learning tools such as mnemonics, summary tables, comparison tables and mapping teaching with the learning curriculum clearly helped students learn about dermatology.
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Affiliation(s)
- Jason S K Ting
- Newcastle University Medicine Malaysia (NUMed), Johor, Malaysia
| | - Yu L Tan
- Newcastle University Medicine Malaysia (NUMed), Johor, Malaysia
| | | | - Ashley Y M Yap
- Newcastle University Medicine Malaysia (NUMed), Johor, Malaysia
| | - Shi M Ghui
- Newcastle University Medicine Malaysia (NUMed), Johor, Malaysia
| | - Jade L Yong
- Newcastle University Medicine Malaysia (NUMed), Johor, Malaysia
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Zhao RT, Deng J, Ghanem G, Steiger A, Tang L, Haase D, Sadeghinejad SE, Shibata J, Chiem AT. Using tele-ultrasound to teach medical students: A randomised control equivalence study. Australas J Ultrasound Med 2023; 26:91-99. [PMID: 37252618 PMCID: PMC10225007 DOI: 10.1002/ajum.12335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023] Open
Abstract
Objectives Undergraduate ultrasound education is becoming increasingly important, but its expansion is limited by time, space and the availability of trained faculty. In order to validate an alternative and more accessible teaching model, our aim was to assess whether combining teleguidance and peer-assisted learning to teach ultrasound is as effective as traditional in-person methods. Methods Peer instructors taught 47 second-year medical students ocular ultrasound via either teleguidance or traditional in-person methods. Proficiency was assessed using a multiple-choice knowledge test and objective structured clinical examination (OSCE). Confidence, overall experience, and experience with a peer instructor were measured using a 5-point Likert scale. Two one-sided t-tests were used to measure equivalency between the two groups. The null hypothesis that the two groups were not different was rejected when P < 0.05. Results The teleguidance group performed as well as the traditional in-person group in terms of knowledge change, confidence change, OSCE time and OSCE score (p = 0.011, p = 0.006, p = 0.005 and = 0.004, respectively, indicating the two groups are statistically equivalent). The teleguidance group rated the experience highly overall (4.06/5), but less than the traditional group (4.47/5; P = 0.448, indicating statistical difference). Peer instruction was rated 4.35/5 overall. Conclusion Peer-instructed teleguidance was equivalent to in-person instruction with respect to knowledge change, confidence gain and OSCE performance in basic ocular ultrasound.
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Affiliation(s)
- Renee T. Zhao
- Department of Emergency MedicineDavid Geffen School of Medicine at University of California‐Los AngelesLos AngelesCaliforniaUSA
| | - Jasmine Deng
- Department of Emergency MedicineDavid Geffen School of Medicine at University of California‐Los AngelesLos AngelesCaliforniaUSA
| | - Ghadi Ghanem
- Department of Emergency MedicineDavid Geffen School of Medicine at University of California‐Los AngelesLos AngelesCaliforniaUSA
| | - Athreya Steiger
- Department of Emergency MedicineDavid Geffen School of Medicine at University of California‐Los AngelesLos AngelesCaliforniaUSA
| | - Lara Tang
- Department of Emergency MedicineDavid Geffen School of Medicine at University of California‐Los AngelesLos AngelesCaliforniaUSA
| | - David Haase
- Department of Emergency MedicineDavid Geffen School of Medicine at University of California‐Los AngelesLos AngelesCaliforniaUSA
| | - Sima E. Sadeghinejad
- Department of Emergency MedicineDavid Geffen School of Medicine at University of California‐Los AngelesLos AngelesCaliforniaUSA
| | - Jacqueline Shibata
- Department of Emergency MedicineDavid Geffen School of Medicine at University of California‐Los AngelesLos AngelesCaliforniaUSA
- Department of Emergency MedicineOlive View‐UCLA Medical CenterSylmarCaliforniaUSA
| | - Alan T. Chiem
- Department of Emergency MedicineDavid Geffen School of Medicine at University of California‐Los AngelesLos AngelesCaliforniaUSA
- Department of Emergency MedicineOlive View‐UCLA Medical CenterSylmarCaliforniaUSA
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Robertson C, Smith K, McGowan A, Sammut T, Boyle JG. New approach to undergraduate quality improvement. CLINICAL TEACHER 2023; 20:e13568. [PMID: 36859750 DOI: 10.1111/tct.13568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Accepted: 02/10/2023] [Indexed: 03/03/2023]
Abstract
BACKGROUND While quality improvement (QI) is an essential component to modern day clinical practice, some foundation doctors fail to engage. This is compounded by a lack of formalised undergraduate QI teaching. We trial an undergraduate active learning workshop and evaluate it using a concurrent triangulation mixed methods design. APPROACH We constructed a 2-hour interactive QI workshop utilising near-peer educators for third year undergraduate medical students. Our workshop demonstrated an exemplary project and a template featuring evidenced-based QI tools to grasp key concepts. Informal support was provided for student QI projects, undertaken in small peer groups. Utility was assessed using linked pre-and-post event questionnaires with Likert scales, free text thematic analysis and project completion rates. EVALUATION We recruited 74 students to attend our workshops delivered over 3 months. We achieved high event satisfaction and significant improvements on baseline confidence. Free text comments suggested students perceive QI as an important part of the undergraduate curriculum, described barriers to engagement and the value they place on project autonomy. The workshop eased student feelings of anxiety and intimidation regarding change ideas. Nine projects were completed with one winning a poster prize at a regional conference. IMPLICATIONS We demonstrate a popular resource light model that can be scaled up to a variety of centres. Targeting QI teaching at the undergraduate level may be instrumental in developing QI culture in health care systems and address barriers to postgraduate involvement. Our study furthers the understanding of undergraduate students' perspectives of QI and demand for further sessions.
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Affiliation(s)
- Callum Robertson
- University Hospital Crosshouse, Kilmarnock, Scotland
- University Hospital Ayr, Ayr, Scotland
- Glasgow Royal Infirmary, Glasgow, Scotland
- School of Medicine, Dentistry and Nursing, Wolfson Medical School Building, University of Glasgow, Glasgow, Scotland
| | - Keenan Smith
- University Hospital Crosshouse, Kilmarnock, Scotland
| | | | | | - James G Boyle
- Glasgow Royal Infirmary, Glasgow, Scotland
- School of Medicine, Dentistry and Nursing, Wolfson Medical School Building, University of Glasgow, Glasgow, Scotland
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Lim GHT, Gera RD, Hany Kamel F, Thirupathirajan VAR, Albani S, Chakrabarti R. "We Need More Practice": Evaluating the Role of Virtual Mock OSCES in the Undergraduate Programme During the COVID Pandemic. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:157-166. [PMID: 36880093 PMCID: PMC9985390 DOI: 10.2147/amep.s381139] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/05/2022] [Accepted: 02/07/2023] [Indexed: 05/17/2023]
Abstract
BACKGROUND Feedback collated at University College London Medical School (UCLMS) during the COVID pandemic identified how many students felt unprepared for their summative Objective Structured Clinical Examinations (OSCEs) despite attending mock face-to-face OSCEs. The aim of this study was to explore the role of virtual mock OSCES for improving student's sense of preparedness and confidence levels for their summative OSCEs. METHODS All Year 5 students (n=354) were eligible to participate in the virtual mock OSCEs and were sent a pre- and post-survey for completion. Hosted on Zoom in June 2021, each circuit comprised six stations, assessing history taking and communication skills only, in Care of the Older Person, Dermatology, Gynaecology, Paediatrics, Psychiatry and Urology. RESULTS Two hundred and sixty-six Year 5 students (n=354) participated in the virtual mock OSCEs, with 84 (32%) students completing both surveys. While a statistically significant increase in preparedness was demonstrated, there was no difference in overall confidence levels. In contrast, between specialties, a statistically significant increase in confidence levels was seen in all specialties barring Psychiatry. Despite half of the participants highlighting how the format did not sufficiently represent the summative OSCEs, all expressed interest in having virtual mock OSCEs incorporated into the undergraduate programme. CONCLUSION The findings of this study suggest that virtual mock OSCEs have a role in preparing medical students for their summative exams. While this was not reflected in their overall confidence levels, this may be due to a lack of clinical exposure and higher anxiety levels among this cohort of students. Although virtual OSCEs cannot replicate the "in-person" experience, considering the logistical advantages, further research is required on how these sessions can be developed, to support the traditional format of face-to-face mock OSCEs within the undergraduate programme.
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Affiliation(s)
| | | | | | | | - Somar Albani
- UCL Medical School, University College London, London, UK
| | - Rima Chakrabarti
- UCL Medical School, University College London, London, UK
- Correspondence: Rima Chakrabarti, Email
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Shah S. Evaluation of Online Near-Peer Teaching for Penultimate-Year Objective Structured Clinical Examinations in the COVID-19 Era: Longitudinal Study. JMIR MEDICAL EDUCATION 2022; 8:e37872. [PMID: 35617013 PMCID: PMC9185334 DOI: 10.2196/37872] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Revised: 05/08/2022] [Accepted: 05/09/2022] [Indexed: 05/25/2023]
Abstract
BACKGROUND The benefits of near-peer learning are well established in several aspects of undergraduate medical education including preparing students for Objective Structured Clinical Examinations (OSCEs). The COVID-19 pandemic has resulted in a paradigm shift to predominantly online teaching. OBJECTIVE This study aims to demonstrate the feasibility and benefits of an exclusively online near-peer OSCE teaching program in a time of significant face-to-face and senior-led teaching shortage. METHODS A teaching program was delivered to penultimate-year students by final-year students at Manchester Medical School. Program development involved compiling a list of salient topics and seeking senior faculty approval. Teachers and students were recruited on Facebook. In total, 22 sessions and 42 talks were attended by 72 students and taught by 13 teachers over a 3-month period. Data collection involved anonymous weekly questionnaires and 2 separate anonymous student and teacher postcourse questionnaires including both quantitative and qualitative components. RESULTS On a scale of 1-10, students rated the quality of the program highly (mean 9.30, SD 1.15) and felt the sessions were highly useful in guiding their revision (mean 8.95, SD 0.94). There was a significant increase in perceived confidence ratings after delivery of the program (P<.001). Teachers felt the program helped them better understand and retain the subject material taught (mean 9.36, SD 0.81) and develop skills to become effective clinical teachers (mean 9.27, SD 0.79). CONCLUSIONS This is the first study demonstrating the efficacy of a near-peer OSCE teaching program delivered exclusively online. This provides an exemplary framework for how similar programs should be encouraged given their efficacy and logistical viability in supplementing the undergraduate curriculum.
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Affiliation(s)
- Savan Shah
- Barking Havering and Redbridge University Hospitals NHS Trust, Queen's Hospital, London, United Kingdom
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10
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Gourbault LJ, Hopley EL, Finch F, Shiels S, Higham H. Non-technical Skills for Medical Students: Validating the Tools of the Trade. Cureus 2022; 14:e24776. [PMID: 35676998 PMCID: PMC9167572 DOI: 10.7759/cureus.24776] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/05/2022] [Indexed: 12/01/2022] Open
Abstract
The Medical Students’ Non-Technical Skills (Medi-StuNTS) is a behavioural marker scheme (BMS) designed to assess non-technical skills (NTS) in medical students in emergency simulations. This study aimed to assess the evidence for validity and usability of Medi-StuNTS by naive, near-peer educators. Nine doctors assessed four students in simulations of common medical emergencies. The scores were used to assess inter-rater reliability, inter-class correlation, and observability. Students and assessors completed questionnaires that assessed the tool’s usability and consequence. Inter-rater agreement across all skill elements was “high” with rWG scores >0.8. An inter-class correlation was “good” with ICC3K kappa scores of 0.86 and 0.89 overall, when measured per simulation and per skills element respectively. Overall skill observability was high (>80%) except for coping with stress. Assessors found the tool “difficult to use” but “useful for feeding back in a constructive way”. Students appreciated the comprehensiveness of the feedback as well as knowing what to expect during debriefs. This study has shown that the Medi-StuNTS BMS has good usability and evidence of validity in naive assessors and near-peer educators. It shows the particularly good internal structure and overall beneficial consequences. Further study will be necessary to understand how best to deploy it in formative and summative contexts.
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Grover S, Pandya M, Ranasinghe C, Ramji SP, Bola H, Raj S. Assessing the utility of virtual OSCE sessions as an educational tool: a national pilot study. BMC MEDICAL EDUCATION 2022; 22:178. [PMID: 35292001 PMCID: PMC8923093 DOI: 10.1186/s12909-022-03248-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Accepted: 03/08/2022] [Indexed: 05/03/2023]
Abstract
BACKGROUND Objective Structured Clinical Examinations (OSCEs) are a common form of assessment used across medical schools in the UK to assess clinical competence and practical skills and are traditionally held in an in-person format. In the past, medical students have often prepared for such exams through in-person peer-assisted learning (PAL), however, due to the recent Covid-19 pandemic, many in-person teaching sessions transitioned to online-based formats. There is currently a paucity of research on the utility of virtual PAL OSCE sessions and thus, we carried out a national pilot study to determine the feasibility of virtual OSCE teaching via feedback from participants and examiners. METHODS A total of 85 students from 19 UK-based medical schools with eight students based internationally attended the series of online OSCE workshops delivered via Zoom®. All students and examiners completed a feedback questionnaire at the end of each session regarding parameters, which included questions on pre-and post-workshop confidence in three OSCE domains: history-taking, communication and data interpretation. A Likert scale using 5 Likert items was used to self-report confidence, and the results were analysed using the Mann-Whitney U test after assessing for normality using the Shapiro-Wilk test. RESULTS Results from student feedback showed an increase in confidence for all three OSCE domains after each event (p < 0.001) with 69.4% agreeing or strongly agreeing that online OSCE sessions could sufficiently prepare them for in-person exams. Questionnaire feedback revealed that 97.6% of students and 86.7% of examiners agreed that virtual OSCE teaching would be useful for preparing for in-person OSCE examinations after the pandemic. CONCLUSION Most participants in the virtual OSCE sessions reported an improvement in their confidence in history-taking, communication and data interpretation skills. Of the participants and examiners that had also experienced in-person OSCE examinations, the majority also reported that they found virtual OSCE sessions to be as engaging and as interactive as in-person teaching. This study has demonstrated that virtual OSCE workshops are a feasible option with the potential to be beneficial beyond the pandemic. However, more studies are required to assess the overall impact on student learning and to determine the value of virtual OSCE workshops on exam performance.
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Affiliation(s)
- Sarika Grover
- GKT School of Medicine, King’s College London, London, UK
| | - Maharsh Pandya
- Centre for Medical Education, School of Medicine, Cardiff University, Cardiff, UK
| | - Chavini Ranasinghe
- University College London Medical School, University College London, London, UK
| | | | - Harroop Bola
- Imperial College School of Medicine, Imperial College London, London, UK
| | - Siddarth Raj
- GKT School of Medicine, King’s College London, London, UK
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Cosker E, Favier V, Gallet P, Raphael F, Moussier E, Tyvaert L, Braun M, Feigerlova E. Tutor-Student Partnership in Practice OSCE to Enhance Medical Education. MEDICAL SCIENCE EDUCATOR 2021; 31:1803-1812. [PMID: 34956698 PMCID: PMC8651844 DOI: 10.1007/s40670-021-01421-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/27/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Training of examiners is essential to ensure the quality of objective structured clinical examination (OSCE). We aimed to study a perceived effectiveness of tutor-student partnership in a practice OSCE module by novice OSCE tutors and medical students. METHOD We implemented a practice OSCE at a medical faculty in France with novice tutors and third year medical students as partners. Each tutor (n = 44) served as a partner for the group of 5 students in the conception of the scenario and as an evaluator of the tutored station. Students (n = 303) were involved in the conception of a case and the roles of a physician, evaluator and a simulated patient. Data were obtained through self-assessment questionnaires. Descriptive statistics were used to analyze items of the questionnaires. Free-form answers were coded and analyzed thematically. RESULTS A total of 36 tutors (82%) and 185 students (61%) responded to the questionnaires. The intervention was well perceived. Thirty-two percent of the tutors reported some difficulties in the assessment of student performance and were disposed to receive further training. Fifty-five percent of the students considered the participation in the OSCE case development appropriate to their level of knowledge, and 70% perceived it as beneficial allowing them to set their learning goals. CONCLUSION This initiative provides a relevant method beneficial to OSCE tutors, medical students, and the faculty. Tutors learn how to assess student performance according to expected achievement levels. It allows students to be engaged as partners in co-creation of learning and teaching. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01421-9.
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Affiliation(s)
- Eve Cosker
- Pôle Hospitalo-Universitaire de psychiatrie d’adultes et d’addictologie du Grand Nancy, Centre Psychothérapique De Nancy, Laxou, F-54520 France
- Université de Strasbourg Unité de Physiopathologie et Médecine Translationnelle, INSERM U1114, Strasbourg, F-67000 France
| | - Valentin Favier
- Centre hospitalier, régionale et universitaire de Nancy, Otorhinolaryngology, Université de Lorraine, Nancy, F-54000 France
| | - Patrice Gallet
- Centre hospitalier, régionale et universitaire de Nancy, Otorhinolaryngology, Université de Lorraine, Nancy, F-54000 France
- Centre universitaire d’enseignement par simulation (CUESiM), Hôpital virtuel de Lorraine, Faculté de médecine, Nancy, F-54000 France
- Faculté de Médecine, Université de Lorraine,, Nancy, F-54000 France
| | - Francis Raphael
- Faculté de Médecine, Université de Lorraine,, Nancy, F-54000 France
| | | | - Louise Tyvaert
- Faculté de Médecine, Université de Lorraine,, Nancy, F-54000 France
- Centre hospitalier régionale et universitaire de Nancy, Department of Neuro, Université de Lorraine, Nancy, F-54000 France
| | - Marc Braun
- Centre universitaire d’enseignement par simulation (CUESiM), Hôpital virtuel de Lorraine, Faculté de médecine, Nancy, F-54000 France
- Faculté de Médecine, Université de Lorraine,, Nancy, F-54000 France
| | - Eva Feigerlova
- Centre universitaire d’enseignement par simulation (CUESiM), Hôpital virtuel de Lorraine, Faculté de médecine, Nancy, F-54000 France
- Faculté de Médecine, Université de Lorraine,, Nancy, F-54000 France
- Centre hospitalier régionale et universitaire de Nancy, Department of endocrinology, Université de Lorraine, Nancy, F-54000 France
- Université de Lorraine, Inserm, UMR S 1116 – DCAC, Nancy, F-54000 France
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Robertson C, Al-Moasseb Z, Noonan Z, Boyle JG. The 3-D Skills Model: a Randomised Controlled Pilot Study Comparing a Novel 1-1 Near-Peer Teaching Model to a Formative OSCE with Self-regulated Practice. MEDICAL SCIENCE EDUCATOR 2021; 31:1789-1801. [PMID: 34950527 PMCID: PMC8651955 DOI: 10.1007/s40670-021-01369-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/14/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Near-peer teaching is a popular pedagogical teaching tool, with well-recognised benefits for students and tutors. There are multiple existing models to structure these interventions, but it is often unclear how they translate to academic attainment. We designed a novel near-peer teaching model that expands on previous research. METHODS Our model was piloted in a formative Objective Structured Clinical Examination (OSCE) setting, trialled on 22 pre-clinical medical students to establish feasibility, acceptability and descriptive outcomes that could inform the design of a larger study. Students were randomly assigned to intervention or control cohorts. Each cohort undertook 5 min formative OSCE assessments with either 3 additional minutes of structured teaching or 3 min of self-regulated practice before reattempting the first OSCE station. Checklist marking sheets for 1st and 2nd sittings were collected by independent external markers, in addition to a global assessment rating in which we used the Borderline Regression Method to establish the station pass mark. RESULTS A quantitative and qualitative result analysis was performed, demonstrating that students gained on average 3 additional marks after teaching with this model. Students and student-tutors reported increased confidence, high course satisfaction and evidence of reflective practice. DISCUSSION We established acceptability and feasibility outcomes. The descriptive outcomes will support the design of a larger, adequately powered study required to demonstrate translation to summative exam performance. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01369-w.
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Affiliation(s)
- C. Robertson
- NHS Greater Glasgow and Clyde, Glasgow, Scotland
- Undergraduate Medical School, The University of Glasgow, Glasgow, Scotland
- Anaesthetics Department, Queen Elizabeth University Hospital, 1345 Govan Road, Glasgow, G51 4TF Scotland
| | - Z. Al-Moasseb
- NHS Greater Glasgow and Clyde, Glasgow, Scotland
- Undergraduate Medical School, The University of Glasgow, Glasgow, Scotland
| | - Z. Noonan
- Undergraduate Medical School, The University of Glasgow, Glasgow, Scotland
| | - J. G. Boyle
- Undergraduate Medical School, The University of Glasgow, Glasgow, Scotland
- Glasgow Royal Infirmary, NHS Greater Glasgow and Clyde, Glasgow, Scotland
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14
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Jawhari AA, Safhi MA, Magadmi MM, Alobaidi RH, Alghamdi KM, Basyouni RN, Saggaf OM, Yasawy MA, Magadmi RM. Effect of Peer-Assisted Learning on Enhancing Clinical Research Skills Among Medical Students: Students' and Tutors' Perceptions. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:685-696. [PMID: 34188582 PMCID: PMC8235932 DOI: 10.2147/amep.s315041] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Accepted: 05/19/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE Research methodology is an essential part of evidence-based medicine. Many educational programs include clinical research methodology within their curriculum. Moreover, students' preferences for learning methods are different than before, as they now prefer alternative methods, such as peer teaching. Peer-assisted learning enhances students' tutoring skills. Thus, the current study aimed to evaluate the effect of peer teaching on enhancing clinical research skills. PARTICIPANTS AND METHODS Peer-assisted learning was evaluated during a four-week online research methodology course designed for medical students at King Abdulaziz University. A total of 121 students' and 38 tutors' attitudes and perceptions of peer teaching were evaluated using a self-administered questionnaire. The effectiveness of peer teaching was assessed using pre- and post-course knowledge tests. Chi-square was used to assess the association of qualitative data, and Mann-Whitney U-test and Wilcoxon rank test were used as nonparametric tests for the variables that were not normally distributed. RESULTS The post-course knowledge score was significantly higher than the pre-test score. Students had a positive perception of peer-assisted learning. Over 90% of the students preferred peer-assisted learning to traditional teaching. Similarly, the tutors had significantly positive perceptions of peer-assisted teaching. Younger students who had higher post-test mean knowledge scores had a good perception of peer teaching. CONCLUSION The current study demonstrates students' and tutors' positive perceptions of peer-assisted learning as well as the effectiveness of peer learning. Medical schools should pay more attention to students and prepare them for peer-teacher roles.
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Affiliation(s)
| | - Maha A Safhi
- Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Mawadah M Magadmi
- Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Rajwa H Alobaidi
- Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Khaled M Alghamdi
- Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Reem N Basyouni
- Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Omar M Saggaf
- Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Murad A Yasawy
- Faculty of Medicine, Ibn Sina College, Jeddah, Saudi Arabia
| | - Rania M Magadmi
- Department of Pharmacology, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
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15
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Lucia VC, Wedemeyer R. Evaluating Effectiveness of Faculty and Near-Peer Delivered Teaching and Communication Skills Training. MEDICAL SCIENCE EDUCATOR 2021; 31:1019-1024. [PMID: 34457945 PMCID: PMC8368446 DOI: 10.1007/s40670-021-01285-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/22/2021] [Indexed: 06/13/2023]
Abstract
Medical students who are given opportunities to teach and communicate complex information in an understandable manner will be more effective in educating patients in the future. We provided faculty and near-peer training to medical student facilitators of a community outreach program for middle school students to assess which type of training resulted in better teaching preparedness and confidence. Near-peer-trained students were more confident in their teaching compared to faculty trained counterparts; therefore, there may be some added benefit to peer-delivered/faculty-supervised training for community outreach programs.
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Affiliation(s)
- Victoria C. Lucia
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI USA
| | - Rose Wedemeyer
- Community Integration and Outreach, Oakland University William Beaumont School of Medicine, Rochester, MI USA
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16
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Taylor CFC, Kurn OR, Glautier SP, Anbu D, Dean O, Nagy E, Geoghan KR, Harrison CH, Payne DR, Hall S, Border S. The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education-Preliminary Observations. MEDICAL SCIENCE EDUCATOR 2021; 31:387-393. [PMID: 34457897 PMCID: PMC8368458 DOI: 10.1007/s40670-021-01238-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/03/2021] [Indexed: 06/13/2023]
Abstract
Near-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students taught 2nd-year psychology students neuroanatomy. The session was evaluated using three objective and subjective assays. A knowledge assessment test showed significant improvement after teaching, and there were significant improvements on self-perceived knowledge/attitudes towards neuroanatomy, as well as positive feedback on the use of NPT. These observations evidence the successful use of Interdisciplinary Near-Peer Teaching (INPT) within a neuroanatomical curriculum. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01238-6.
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Affiliation(s)
- Charles F. C. Taylor
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Octavia R. Kurn
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Steven P. Glautier
- Department of Psychology, Faculty of Environment and Life Sciences, University of Southampton, Southampton, UK
| | - Deepika Anbu
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Oliver Dean
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Eva Nagy
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Kate R. Geoghan
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Charlie H. Harrison
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - December R. Payne
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Sam Hall
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
| | - Scott Border
- Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
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Roehr M, Wu T, Maykowski P, Munter B, Hoebee S, Daas E, Kang P. The Feasibility of Virtual Reality and Student-Led Simulation Training as Methods of Lumbar Puncture Instruction. MEDICAL SCIENCE EDUCATOR 2021; 31:117-124. [PMID: 34457871 PMCID: PMC8368585 DOI: 10.1007/s40670-020-01141-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/26/2020] [Indexed: 06/13/2023]
Abstract
BACKGROUND There is limited data assessing simulation and virtual reality training as a standardized tool in medical education. This feasibility study aimed to evaluate the effectiveness of virtual reality training and a student-led simulation module in preparing medical students to perform a lumbar puncture. METHODS Twenty-five medical students completed a pre-intervention survey, and a baseline video recorded lumbar puncture procedure on a task trainer. Students were randomly distributed into the virtual reality group, or the curriculum's standard student-led procedural instruction group. Participants were then given 45 min to practice the lumbar puncture procedure. After the intervention, all participants were video recorded again as they performed a post-intervention lumbar puncture and completed a post-intervention survey. Pre- and post-intervention videos were scored using a critical action checklist in conjunction with time needed to complete the procedure to evaluate proficiency. RESULTS At baseline, there were no major statistically significant differences between groups. Assessing overall post-intervention performance, both groups showed improvement in aggregate score (p < 0.001) and time required to complete (p = 0.002) the lumbar puncture. Following interventions, the student-led group improved over the virtual reality group in a variety of metrics. The student-led group increased their aggregate score by 3.49 and decreased their time to completion by 34 s over the VR group when controlling for baseline measures. CONCLUSIONS Both virtual reality and student-led simulation training were useful training modalities, with hands-on simulation showing better results versus virtual reality training in this setting. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-020-01141-6.
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Affiliation(s)
- Mark Roehr
- The University of Arizona College of Medicine – Phoenix, 435 N. 5th Street, 4th Floor, Office B420, Phoenix, AZ USA
| | - Teresa Wu
- The University of Arizona College of Medicine – Phoenix, 435 N. 5th Street, 4th Floor, Office B420, Phoenix, AZ USA
- Department of Emergency Medicine, Banner University Medical Center – Phoenix, Phoenix, AZ USA
| | - Philip Maykowski
- The University of Arizona College of Medicine – Phoenix, 435 N. 5th Street, 4th Floor, Office B420, Phoenix, AZ USA
| | - Bryce Munter
- The University of Arizona College of Medicine – Phoenix, 435 N. 5th Street, 4th Floor, Office B420, Phoenix, AZ USA
| | - Shelby Hoebee
- The University of Arizona College of Medicine – Phoenix, 435 N. 5th Street, 4th Floor, Office B420, Phoenix, AZ USA
| | - Eshaan Daas
- The University of Arizona College of Medicine – Phoenix, 435 N. 5th Street, 4th Floor, Office B420, Phoenix, AZ USA
| | - Paul Kang
- The University of Arizona College of Medicine – Phoenix, 435 N. 5th Street, 4th Floor, Office B420, Phoenix, AZ USA
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Shipeolu L, Mathieu J, Mahmood F, Okafor I. Bridging the gap: improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning. CANADIAN MEDICAL EDUCATION JOURNAL 2021; 12:e70-e75. [PMID: 33680232 PMCID: PMC7931471 DOI: 10.36834/cmej.70616] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
BACKGROUND The Computer-based Assessment for Sampling Personal Characteristics (CASPer) is a situational judgement test (SJT) adopted by medical schools to assess applicants' interpersonal skills. CASPer applicants must compose their responses to ethical dilemmas, thereby highlighting the applicant's rationale for ethical decision-making. Minority applicants usually lack access to a network of individuals who can offer guidance and expertise on ethical decision-making. As such, this study investigated the impact of a CASPer coaching program designed for minority applicants. METHODS A free online intervention was designed to help minority applicants prepare for the CASPer test. The program consisted of 35 learners and three medical student tutors. Important attributes of the 4-week program included free access to a medical ethics book, feedback provision to in-class and homework student responses, and facilitation of a mock CASPer. Course feedback was collected. Additionally, a pre and post-program survey was administered to assess learners' competence and confidence surrounding CASPer test-taking. RESULTS Our pre and post-program survey showed significant student improvement in familiarity with the test, increased competence, confidence and preparedness, as well as reduced anxiety (p < 0.05). CONCLUSIONS Through peer-to-peer teaching and access to medical student mentors, our program addresses socioeconomic barriers that several minority applicants face when applying to medical school.
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Affiliation(s)
| | | | - Farhan Mahmood
- Faculty of Medicine, University of Ottawa, Ontario, Canada
| | - Ike Okafor
- MD Program, Faculty of Medicine, Office of Health Professions Student Affairs, University of Toronto, Ontario, Canada
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19
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Soliman M, AlGhamdi M, Shadid A, Alsaif F, Alkuwaiz L, Alaql M, Khdary M, Basfar A, Alsohime F, Aldhahri S, Neel K. Perception of first-year medical students of virtual video demonstration of the objective structured clinical examination at king saud university medical college in Saudi Arabia during the COVID-19 pandemic. JOURNAL OF NATURE AND SCIENCE OF MEDICINE 2021. [DOI: 10.4103/jnsm.jnsm_175_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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20
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Merati N, Murphy-Buske A, Alfaro P, Larouche SS, Noël GPJC, Ventura NM. Professional Attitudes in Health Professions' Education: The Effects of an Anatomy Near-Peer Learning Activity. ANATOMICAL SCIENCES EDUCATION 2021; 14:32-42. [PMID: 32282126 DOI: 10.1002/ase.1964] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2019] [Revised: 03/19/2020] [Accepted: 04/06/2020] [Indexed: 06/11/2023]
Abstract
Interprofessional attitudes existing between healthcare disciplines can negatively impact communication and collaboration in the clinical setting. While human anatomy is a topic central to healthcare trainees, the potential of the anatomy laboratory to minimize negative interprofessional attitudes has yet to be characterized. This study aimed to assess the effects of an anatomy interprofessional near-peer learning activity (AIP-NPLA) on medical and nursing students' interprofessional attitudes at McGill University. The authors employed a convergent parallel mixed methods study to explore participants' AIP-NPLA experiences. The Attitudes to Health Professionals Questionnaire (AHPQ) was used pre- and post-AIP-NPLA to assess participants' attitudes toward their own and their counterpart profession. In addition, a focus group was held immediately following the AIP-NPLA to explore participants' experiences and interprofessional perceptions. Quantitative results using a principal components analysis demonstrated significant changes in nursing students' responses between pre- and post-AIP-NPLA scoring, rating the medical profession as being more caring overall. Medical students' responses pre- and post-AIP-NPLA demonstrated no significant differences. Qualitative results also suggested a breakdown of negative attitudes, an increased understanding of inter- and intra-professional roles, and the importance of interprofessional collaboration and mutual learning for their careers. These findings revealed that attitudes among healthcare trainees may be positively restructured in the anatomy laboratory, allowing for collaborative care to predominate in current and future clinical practices.
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Affiliation(s)
- Nickoo Merati
- Faculty of Medicine, McGill University, Montreal, Québec, Canada
| | - Anna Murphy-Buske
- Discipline of Anesthesia, Faculty of Medicine, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador, Canada
| | - Patricia Alfaro
- Intensive Care Unit, Royal Victoria Hospital, McGill University Health Center, Montreal, Québec, Canada
| | - Sandie S Larouche
- Ingram School of Nursing, Faculty of Medicine, McGill University, Montreal, Québec, Canada
| | - Geoffroy P J C Noël
- Division of Anatomical Sciences, Department of Anatomy and Cell Biology, Faculty of Medicine, McGill University, Montreal, Québec, Canada
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Québec, Canada
| | - Nicole M Ventura
- Ingram School of Nursing, Faculty of Medicine, McGill University, Montreal, Québec, Canada
- Division of Anatomical Sciences, Department of Anatomy and Cell Biology, Faculty of Medicine, McGill University, Montreal, Québec, Canada
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Québec, Canada
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21
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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 PMCID: PMC8936843 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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Kumar PR, Stubley T, Hashmi Y, Ahmed U. Clinical Orthopaedic Teaching programme for Students (COTS). Postgrad Med J 2020; 97:749-754. [DOI: 10.1136/postgradmedj-2020-138822] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2020] [Revised: 10/12/2020] [Accepted: 10/20/2020] [Indexed: 11/04/2022]
Abstract
IntroductionThere is a huge variation in the depth and breadth of content taught regarding orthopaedic examinations. Undergraduate students are often confused by the variability in examination teaching, therefore increasing concerns for upcoming objectively structured clinical examinations (OSCEs). Doctors, despite being expected to teach, rarely receive formal preparation, with only a handful of institutions providing necessary training. The Clinical Orthopaedic Teaching programme for Students (COTS) was designed to equip medical students with the knowledge to perform orthopaedic examinations and to synergistically provide senior students with the necessary experience for the future teaching required of them.MethodsSix fortnightly sessions were delivered, each focusing on a specific joint examination. Student and tutor recruitment were voluntary. Pre-session and post-session multiple-choice questions (MCQs) were provided to students to assess improvement in knowledge. Anonymous feedback forms were provided to both students and tutors.ResultsFrom 61 student responses, 98.4% of students stated that COTS met the learning outcomes, with content relevant for their medical curriculum. 96.7% supported COTS’ near-peer teaching (NPT) style for OSCE preparation. Based on a five-point Likert scale, students displayed a mean improvement in confidence (1.7±1.2, p<0.001) and MCQ scores (1.3±1.2, p<0.001). All 10 tutors perceived an improvement of their teaching skills and confidence to teach (1.0±0.9, p=0.016).ConclusionCOTS shows that an NPT style can be used to effectively teach orthopaedic examinations, with benefits for students and tutors. With our aim to refine and upscale this programme, we publish our pilot study findings to encourage similar teaching programmes to be adopted at other universities.
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Karamaroudis S, Poulogiannopoulou E, Sotiropoulos MG, Kalantzis T, Johnson EO. Implementing Change in Neuroanatomy Education: Organization, Evolution, and Assessment of a Near-Peer Teaching Program in an Undergraduate Medical School in Greece. ANATOMICAL SCIENCES EDUCATION 2020; 13:694-706. [PMID: 31955512 DOI: 10.1002/ase.1944] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2019] [Revised: 11/24/2019] [Accepted: 01/06/2020] [Indexed: 06/10/2023]
Abstract
In light of the current shifts in medical education from traditional lectures to more active teaching modalities, a peer-teaching program was introduced to a compulsory, second-year neuroanatomy course. A cross-sectional survey of 527 medical students in the six-year medical program of the National and Kapodistrian University of Athens was administered. The primary aim of the survey, which was distributed to second- through sixth-year medical students, who had completed the neuroanatomy course, was to assess student perception of peer teachers (PTs). Across the five years assessed, students increasingly acknowledged the contribution of PTs to their learning (P < 0.001). Attributes of PTs (e.g., contribution to learning, motivation, effective usage of material, and team environment) were significantly related to the student's opinion of the importance of laboratory activities (P < 0.001). Students who received "average" final grades scored the importance of laboratory exercises, and by inference PTs, significantly lower than students who received "excellent" final grades (P < 0.05). The amount of training that PTs had received was also significantly related to student perceptions of a PT's contribution. Better trained PTs were associated with significantly higher scores regarding learning, motivation, and positive environment compared to less trained PTs (P < 0.05). The results of the present study show that peer-teaching was well received by students attending the neuroanatomy course. While the results express the evolution of the program across the years, the findings also show that learners believed that PTs and the laboratory program contributed significantly to their understanding of neuroanatomy.
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Affiliation(s)
- Stefanos Karamaroudis
- Laboratory for Education and Research in Neurosciences, Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Eleni Poulogiannopoulou
- Laboratory for Education and Research in Neurosciences, Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | - Marinos G Sotiropoulos
- Laboratory for Education and Research in Neurosciences, Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
| | | | - Elizabeth O Johnson
- Laboratory for Education and Research in Neurosciences, Department of Anatomy, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece
- Dean's Office, School of Medicine, European University Cyprus, Nicosia, Cyprus
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Ravindran P, Naglik L. Commentary on "Near-peer OSCE-style joint examination videos improve confidence in the clinical environment". Int J Surg 2020; 84:94-95. [PMID: 33127589 DOI: 10.1016/j.ijsu.2020.10.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2020] [Accepted: 10/15/2020] [Indexed: 11/17/2022]
Affiliation(s)
| | - Leah Naglik
- St George's University of London, London, UK
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Perepelova N, Spiers J. The importance of peer mentoring at medical school. CLINICAL TEACHER 2020; 17:450-451. [DOI: 10.1111/tct.13113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
| | - Jessica Spiers
- GKT School of Medical EducationKing's College London London UK
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Curtis A, Neal-Smith G, Fennelly JT, Goodall R, Hayter E, Coughlan C, Miller A, Huntley D, Hamilton-Baillie A, Drysdale HM, Hurrell K, Hughes W. The 'National Finals Revision Day' Teaching Strategy: A Cost-Effective Way to Pass Medical School 'Finals' and Upskill Junior Doctors. Cureus 2020; 12:e8977. [PMID: 32775059 PMCID: PMC7402436 DOI: 10.7759/cureus.8977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Courses to help medical students pass ‘Finals’ already exist but are typically expensive or can only be attended by a limited number of students. We describe the success of ‘The National Finals Revision Day' (NFRD) course, which we believe is sustainable and unique in terms of its combined scale and cost (£10 per person). The course was organised and taught by 12 junior doctors. In total, 300 students attended from 55% of UK medical schools. Attendees found the course both relevant (96.4%) and cost-effective (97%), whilst the 11 medical and surgical talks were of a high standard (90.1%). The organising committee felt confident to organise their own teaching course in the future with 100% having already run a course themselves since the NFRD course. The NFRD course was also used by 11/12 (91.7%) of the organising committee to achieve their Annual Review of Competency Progression (ARCP) and 12/12 (100%) of the organising committee to obtain jobs on training programmes in the UK. We provide guidance about how to organise similar large-scale events for those interested. Moving forward, the teaching course will be run at: (i) multiple times; (ii) multiple UK venues; (iii) run over two days to cover more medical and surgical topics; and (iv) include the option of attending via video link.
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Affiliation(s)
| | - Gregory Neal-Smith
- Trauma and Orthopaedics, Oxford University Hospitals NHS Foundation Trust, Oxford, GBR
| | - Joseph T Fennelly
- Trauma and Orthopaedics, Oxford University Hospitals NHS Foundation Trust, Oxford, GBR
| | | | - Edward Hayter
- Trauma and Orthopaedics, North Middlesex University Hospital, London, GBR
| | - Charles Coughlan
- Paediatrics, Imperial College Healthcare National Health Service Trust, London, GBR
| | - Adam Miller
- General Practice, Queen Elizabeth Hospital, Gateshead, GBR
| | - Daniel Huntley
- Trauma and Orthopaedics, Imperial College London, London, GBR
| | - Agnes Hamilton-Baillie
- Paediatric Orthopaedic Surgery, University Hospitals Bristol NHS Foundation Trust, Bristol, GBR
| | | | | | - Will Hughes
- Plastic Surgery, Mid and South Essex NHS Foundation Trust, Broomfield, GBR
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McGeorge E, Coughlan C, Fawcett M, Klaber RE. Quality improvement education for medical students: a near-peer pilot study. BMC MEDICAL EDUCATION 2020; 20:128. [PMID: 32334572 PMCID: PMC7183591 DOI: 10.1186/s12909-020-02020-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Accepted: 03/24/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Quality improvement (QI) is an essential component of modern clinical practice. Front-line professionals offer valuable perspectives on areas for improvement and are motivated to deliver change. In the UK, all junior doctors are expected to participate in QI in order to advance to the next stage of their training. However, UK undergraduates receive no standardized training in QI methods. This is perpetuated within medical schools by a lack of teaching capacity and competing priorities, and may lead to tokenistic engagement with future QI projects. METHODS We describe a near-peer teaching programme designed to introduce students to QI methods. This pilot study was conceived and delivered in full by junior doctors and used existing resources to ensure high quality teaching content. 111 fifth-year medical students from the University of Cambridge were taught in interactive, participative workshops that encourage them to develop their own QI change ideas and projects. Core topics included the model for improvement, driver diagrams, stakeholder engagement, measurement for improvement and analysing and presenting data. Students completed surveys before and immediately after this intervention to assess their understanding of and confidence in utilizing QI methods. Questionnaires were also completed by junior doctor tutors. RESULTS Analysis of questionnaires completed before and immediately after the intervention revealed statistically significant improvements in students' self-reported understanding of QI (p < 0.05) and confidence in applying techniques to their own work (p < 0.05). Students expressed a preference for QI teaching delivered by junior doctors, citing a relaxed learning environment and greater relevance to their stage of training. Tutors reported increased confidence in using QI techniques and a greater willingness to engage with QI in future. CONCLUSIONS In this single-centre study, near-peer teaching produced significant improvements in students' self-reported understanding of QI and confidence in applying QI methods. Near-peer teaching may constitute a sustainable means of teaching essential QI skills at undergraduate level. Future work must evaluate objective measures of student engagement with and competence in conducting QI.
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Keser Z, Rodriguez YA, Tremont J, Hsieh PH, McCullough LD, Sandrone S, Stimming EF. The role of residents in medical students' neurology education: current status and future perspectives. BMC MEDICAL EDUCATION 2020; 20:115. [PMID: 32299428 PMCID: PMC7164350 DOI: 10.1186/s12909-020-02036-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2019] [Accepted: 04/06/2020] [Indexed: 05/17/2023]
Abstract
BACKGROUND Neurophobia, a well-described fear of neurology, affects medical students worldwide and may be one of the factors contributing to a shortage of neurologists in the United States. Residents spend a considerable amount of time with medical students; therefore, we sought to understand better the impact neurology residents have on medical students during their neurology clerkship and their subsequent interest in neurology. We aimed to identify and implement strategies to decrease neurophobia and increase the number of students pursuing neurology as a career. METHODS Third-year medical students (n = 234) of UTHealth's McGovern Medical School rotating through their neurology core clerkship completed two surveys regarding their rotation experiences. Surveys were completed anonymously before and after the clerkship to measure their interest and confidence in neurology and the impact of their interactions with the neurology residents during the clerkship. In parallel, residents participated in a teaching workshop focused on small group teaching to improve their teaching effectiveness. Non-parametrical comparison and ordinal regression analyses were utilized for data analyses. RESULTS Medical students reported a statistically significant increase in their confidence in managing neurological conditions and interest in pursuing a neurology residency after their clerkship. There was a significant association between the medical students' overall rotation experience and the residents' teaching effectiveness. The overall clerkship experience correlated with the medical students' interest and confidence in neurology. There was a trend towards an increase in residents' teaching effectiveness and students' rotation experience after a resident teaching workshop. Additionally, of note, students who rotated on both and outpatient and inpatient sites during their clerkship reported an increased interest in neurology. CONCLUSION Our study supports that resident-led teaching efforts are important in improving medical students' neurologic education and their interest in neurology. Our data also supports that the interest in neurology increased for medical students after their neurology clerkship. We examined future strategies to implement "near-peer" teaching activities to enhance the medical students' neurologic educational experience. These strategies could potentially mitigate neurophobia and ultimately lead to a much-needed increase in future neurologists.
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Affiliation(s)
- Zafer Keser
- Neurology Department, UTHealth McGovern Medical School, 6431 Fannin Street, Suite 7.044, Houston, TX, 77030, USA.
| | - Yvo A Rodriguez
- Neurology Department, UTHealth McGovern Medical School, 6431 Fannin Street, Suite 7.044, Houston, TX, 77030, USA
| | - Jennifer Tremont
- Neurology Department, UTHealth McGovern Medical School, 6431 Fannin Street, Suite 7.044, Houston, TX, 77030, USA
| | - Peggy H Hsieh
- Internal Medicine Department, UTHealth McGovern Medical School, Houston, TX, 77030, USA
| | - Louise D McCullough
- Neurology Department, UTHealth McGovern Medical School, 6431 Fannin Street, Suite 7.044, Houston, TX, 77030, USA
| | - Stefano Sandrone
- Department of Brain Sciences, Imperial College London, London, UK
| | - Erin F Stimming
- Neurology Department, UTHealth McGovern Medical School, 6431 Fannin Street, Suite 7.044, Houston, TX, 77030, USA
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Aylward K, Sbaffi L, Weist A. Peer‐led information literacy training: a qualitative study of students’ experiences of the NICE Evidence search Student Champion Scheme. Health Info Libr J 2020; 37:216-227. [DOI: 10.1111/hir.12301] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2019] [Accepted: 02/09/2020] [Indexed: 11/28/2022]
Affiliation(s)
- Kathryn Aylward
- Information School University of Sheffield Sheffield UK
- The York Hospital York UK
| | - Laura Sbaffi
- Information School University of Sheffield Sheffield UK
| | - Anne Weist
- NICE, Quality and Leadership Programme National Institute for Health and Care Excellence London UK
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Brunelli L, Tullio A, Perri G, Lesa L, Grillone L, Menegazzi G, Pipan C, Valent F, Brusaferro S, Parpinel M. Peer education for medical students on health promotion and clinical risk management. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2020; 9:51. [PMID: 32489986 PMCID: PMC7255584 DOI: 10.4103/jehp.jehp_29_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 01/10/2020] [Accepted: 01/18/2020] [Indexed: 05/11/2023]
Abstract
CONTEXT Health promotion (HP) and clinical risk management (CRM) topics are seldom discussed during medical school lessons. Peer-assisted learning (PAL) has long occurred informally in medical education, and interest in this method has recently grown, as it is considered a valuable technique for both tutors and tutees. AIMS The aim was to evaluate the impact of HP and CRM PAL intervention on medical students' (tutees) knowledge level. SETTINGS AND DESIGN A PAL intervention has been implemented at Udine University medical school during 2017. It was composed of lectures and practical activities conducted by ten near-peer tutors. METHODS The effectiveness has been evaluated by giving tutees: (1) a knowledge multiple-choice questionnaire, before and after the intervention; (2) a satisfaction questionnaire; and evaluating (3) tutees' group assignments. STATISTICAL ANALYSIS USED We performed descriptive analysis; then McNemar, Wilcoxon signed rank, Wilcoxon Mann-Whitney, and t-tests were applied. RESULTS The number of students addressed by PAL intervention was 62. Difference in total correct answers among pre- and post-intervention questionnaires showed a statistically significant improvement (P < 0.0001), both when analyzing it globally and by area (HP/CRM). Students' satisfaction for CRM was greater than for HP area (P = 0.0041). CONCLUSIONS This educational intervention based on PAL showed its effectiveness producing a statistically significant improvement in students' knowledge. Our findings confirm that PAL could be a feasible method for HP and CRM topics.
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Affiliation(s)
- Laura Brunelli
- Department of Medicine, University of Udine, Udine, Italy
- Accreditation and Quality Unit, Central Friuli University Integrated Trust, Udine, Italy
- Address for correspondence: Dr. Laura Brunelli, Via Colugna 50, 33100 Udine, Italy. E-mail:
| | - Annarita Tullio
- Hygiene and Clinical Epidemiology Unit, Central Friuli University Integrated Trust, Udine, Italy
| | - Giuseppe Perri
- Department of Medicine, University of Udine, Udine, Italy
| | - Lucia Lesa
- Medical Directorate, Central Friuli University Integrated Trust, Udine, Italy
| | - Lucrezia Grillone
- Department of Medicine, University of Udine, Udine, Italy
- Medical Directorate, Central Friuli University Integrated Trust, Udine, Italy
| | - Giulio Menegazzi
- HTA Unit, Regional Trust for Healthcare Coordination, Udine, Italy
| | - Corrado Pipan
- Department of Medicine, University of Udine, Udine, Italy
- Hygiene and Clinical Epidemiology Unit, Central Friuli University Integrated Trust, Udine, Italy
| | - Francesca Valent
- Hygiene and Clinical Epidemiology Unit, Central Friuli University Integrated Trust, Udine, Italy
| | | | - Maria Parpinel
- Department of Medicine, University of Udine, Udine, Italy
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Musbahi A, Sharpe A, Straughan R, Ong S, Alhaddabi A, Reddy A. A near-peer regional surgical teaching programme designed by medical students, delivered by junior doctors. MEDICAL EDUCATION ONLINE 2019; 24:1583969. [PMID: 30924405 PMCID: PMC6442097 DOI: 10.1080/10872981.2019.1583969] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2018] [Revised: 02/03/2019] [Accepted: 02/08/2019] [Indexed: 05/24/2023]
Abstract
BACKGROUND Near-peer teaching initiatives has been shown to be a highly successful method of improving student learning. There has been little data on surgical teaching initiatives of this kind and little data to show if this improves student confidence in surgical topics. This study was designed to show whether a regional surgical teaching programme, delivered by junior doctors, improves confidence levels of students prior to their final examinations. METHOD Final year medical students were invited from four hospitals in the Northern deanery of England to participate in a voluntary surgical teaching day. Junior doctors were then recruited to present on various surgical topics based on their own knowledge and experience of finals examinations and working on the wards. A pre and post-course questionnaire was designed, validated and distributed to the students to assess their confidence on a five-point Likert scale of 1-5 (1- most confidence, 5- least confidence) levels in each of the 11 chosen topics. Other variables were also measured relating to the topics including visual material, enthusiasm, content relevance and communication. RESULTS 53 students completed the questionnaire (n = 53). There were 31 females and 22 males with a mean age of 24.7. A mean level of confidence of 2.7 pre-course and 1.6 post-course showed an increase in confidence by 68.8%. All eleven topics covered showed improvement in confidence. General Surgical Principles showed the lowest improvement in confidence from 2.683 to 1.917 (p = <0.001) compared to endocrine which showed the maximum increased in confidence from 3.650 to 1.694 (p = <0.0001). Orthopedics showed an increased in confidence from 3.010 to 1.62 (p = <0.0001). CONCLUSION Near-peer education designed by medical students and delivered by junior doctors is an effective way for improving confidence levels and test results prior to finals examination and is also valuable for junior doctors.
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Affiliation(s)
- A. Musbahi
- South Tees NHS Trust, James Cook Hospital, Middlesbrough, UK
| | - A. Sharpe
- South Tees NHS Trust, James Cook Hospital, Middlesbrough, UK
| | - R. Straughan
- South Tees NHS Trust, James Cook Hospital, Middlesbrough, UK
| | - S. Ong
- South Tees NHS Trust, James Cook Hospital, Middlesbrough, UK
| | - A. Alhaddabi
- South Tees NHS Trust, James Cook Hospital, Middlesbrough, UK
| | - A Reddy
- South Tees NHS Trust, James Cook Hospital, Middlesbrough, UK
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Afzal MF, Ali AA, Hanif A. Performance of Pediatrics' residents as clinical teachers: A student-based assessment. Pak J Med Sci 2019; 35:1499-1504. [PMID: 31777482 PMCID: PMC6861461 DOI: 10.12669/pjms.35.6.830] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Objective To assess the clinical teaching skills of Pediatrics' residents as rated by final year MBBS students by using augmented Stanford Faculty Development Program questionnaire (SFDPQ) in a teaching hospital, Lahore. Methods This cross- sectional survey was conducted in the Department of Pediatrics, King Edward Medical University, Lahore in six months in 2016.Total of 265 students of final year MBBS, attending the teaching sessions organized by residents during their four weeks rotation in Pediatrics were included by non-probability purposive sampling. The augmented SFDPQ was emailed to the study participants after the completion of the clinical rotation, following several encounters with the resident. The data was entered in SPSS 22 for statistical analysis. Scores for each domain (learning climate, control of session, communication of goals, promoting understanding and retention, evaluation, promoting self-directed learning, teacher's knowledge and teacher's attitude) were also presented as mean and standard deviation. One-sample Kolmogorov-Smirnov test was applied to observe the normality of data. Where normality of data was observed, independent sample t-test was applied and where normality of data was not observed, Mann-Whitney U test was applied to compare the score between genders. Score of four was considered as cut off score for satisfactory results. Results Out of 265 students, 250 responded with response rate of 94.3%. Out of 250 medical students, 105 (42.0%) were male and 145(58.0%) were female. The internal consistency (Cronbach's alpha) of this score was excellent (0.973). The mean score for all SFDPQ domains was also sub-optimal (2.90±0.611). The mean total score was sub-optimal for learning climate (3.39±0.69), control of session (3.25±0.77), communication of goals (3.26±0.86), promoting understanding and retention (3.26±0.77), evaluation (2.25±0.67), promoting self-directed learning (3.17±0.90), teacher's knowledge (3.14±0.93) and teacher's attitude (3.31±0.89), while it was good only for feedback (4.03±0.11). The mean total score for all SFDPQ domains in males and females was 3.05±0.54 and 2.79±0.64 respectively. Although sub-optimal in both the genders, the score was significantly higher in males with p-value 0.001. Conclusion We found suboptimal clinical teaching skills of Pediatrics' residents as rated by final year MBBS medical students.
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Affiliation(s)
- Muhammad Faheem Afzal
- Dr. Muhammad Faheem Afzal, FCPS, MHPE. Department of Pediatrics, King Edward Medical University Lahore, Pakistan
| | - Abrar Ashraf Ali
- Dr. Abrar Ashraf Ali, FCPS, FRCS (Ed), MCPS-HPE, DCPS-HPE, FACS. Department of Surgery, King Edward Medical University Lahore, Pakistan
| | - Asif Hanif
- Asif Hanif, PhD. Department of Biostatistics, University Institute of Public Health, University of Lahore, Lahore, Pakistan
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Interns as medical educators: student and intern experiences from the intern-delivered teaching program at University Hospital Limerick. Ir J Med Sci 2019; 189:395-402. [PMID: 31286405 DOI: 10.1007/s11845-019-02056-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Accepted: 06/26/2019] [Indexed: 10/26/2022]
Abstract
BACKGROUND The acquisition and assimilation of knowledge through history-taking and clinical skills practice are core aspects of training for medical students. Interns, who have recently graduated and have entered into clinical practice, are uniquely positioned to assume a pivotal role in student education. AIMS The goal of this study was to evaluate feedback from both students as well as intern tutors on the intern-delivered teaching program at University Hospital Limerick (UHL) from 2015 to 2016. METHODS Eighty-five interns participated in the program at UHL in 2015 and 2016, aiming to deliver four 1-h tutorials to 285 Year 3 or Year 4 students from UL Graduate Entry Medical (GEMS) Program. A flexible schedule focused on practical skills and knowledge translation was created with oversight from Lead Interns and Professor of Medicine, with administrative support. Feedback was assessed using anonymous survey questionnaires. RESULTS The survey response rate was 74% in 2015 and 75% in 2016. Student feedback on the performance of intern tutors was positive. More than 50% of students deemed tutorials on history-taking and clinical examination as the most valuable. Over 76% of students indicated a desire to participate as tutors after graduation. Logistical issues in agreeing mutually suitable timeslots were identified as the major barrier for delivery of teaching. From the intern perspective, over 85% reported benefits in areas of professional development and knowledge consolidation. CONCLUSIONS Participation in intern-delivered teaching leads to clinical and educational benefits for both students and interns. However, several logistical barriers were identified and require refinement.
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Widyahening IS, Findyartini A, Ranakusuma RW, Dewiasty E, Harimurti K. Evaluation of the role of near-peer teaching in critical appraisal skills learning: a randomized crossover trial. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2019; 10:9-15. [PMID: 30685751 PMCID: PMC6387775 DOI: 10.5116/ijme.5c39.b55b] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2017] [Accepted: 01/12/2019] [Indexed: 05/17/2023]
Abstract
OBJECTIVES The study sought to evaluate near-peer tutors' teaching of critical appraisal skills to medical students as an aspect of Evidence-based Medicine. METHODS In a randomized crossover trial, 241 students completing a Clinical Epidemiology and Evidence-based Medicine (CE-EBM) module in the Faculty of Medicine Universitas Indonesia (FMUI) were randomly assigned to intervention or control groups. During tutorial sessions, intervention group participants were assigned to near-peer tutors, who were newly graduated doctors, and those in the control groups were assigned to staff tutors. After two tutorial sessions, intervention and control groups exchanged tutors for the next two sessions. Outcomes were measured using written knowledge and skills multiple choice questions (MCQ) test, the Evidence-based Practice Confidence Scale (EPIC) and a student attitude questionnaire, along with student evaluation of tutors to evaluate the process. RESULTS On completion of the module, the written test scores of intervention group students were similar to those of the control group (t(239) = 1.553, p=0.122), as well as overall Evidence-based Practice Confidence Scale scores (F(2/170) = 0.179, p = 0.673) and attitude scores (t(219) =-0.676, p = 0.085). In the tutor evaluations, the students rated their near-peer tutored sessions as better than those tutored by staff in most respects. CONCLUSIONS Near-peer tutors were as effective as and more readily accepted than staff tutors in teaching critical appraisal skills. These findings support the broader implementation of peer-teaching in other areas of medical education.
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Affiliation(s)
- Indah S. Widyahening
- Department of Community Medicine, Faculty of Medicine Universitas Indonesia, Indonesia
| | - Ardi Findyartini
- Department of Medical Education, Faculty of Medicine Universitas Indonesia, Indonesia
| | - Respati W. Ranakusuma
- Clinical Epidemiology and Evidence Based Medicine (CE-EBM) Unit, Cipto Mangunkusumo Hospital,Faculty of Medicine Universitas Indonesia, Indonesia
| | - Esthika Dewiasty
- Department of Internal Medicine, Cipto Mangunkusumo Hospital, Faculty of Medicine Universitas Indonesia, Indonesia
| | - Kuntjoro Harimurti
- Department of Internal Medicine, Cipto Mangunkusumo Hospital, Faculty of Medicine Universitas Indonesia, Indonesia
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Ngamskulrungroj P, Kiratisin P, Dangprapai Y, Thaipisuttikul I, Leelaporn A, Luisirirojanakul S, Kantakamalakul W, Horthongkam N. The efficacy of peer teaching for medical microbiology lectures. MEDEDPUBLISH 2018; 6:132. [PMID: 38406480 PMCID: PMC10885281 DOI: 10.15694/mep.2017.000132.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Background: A thorough understanding of infectious diseases is needed by medical professionals; therefore effective microbiological teaching is critical. Although faculty lectures are a convenient means of educating large groups of students, they may fail to engage students and convey an understanding of the subject. Therefore, we developed peer teaching methods based on game-based learning using a reality musical talent show format. Methods: A group of student representatives were trained to lecture to a class of 300 third-year medical students via a game show format over a 3-year period (2013-2015). Results: The students reported a higher level of understanding (3.6-4.2 vs 3.6-3.9 out of 5; p Conclusions: Peer teaching did improve the students' attitude towards learning and conferred teaching skills, but the learning activity needs adjustment to reduce the out-of-class preparation time.
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Affiliation(s)
| | - Pattarachai Kiratisin
- Department of Microbiology Faculty of Medicine Siriraj
Hospital
- Department of Microbiology
| | - Yodying Dangprapai
- Department of Physiology Faculty of Medicine Siriraj
Hospital
- Department of Physiology
| | - Iyarit Thaipisuttikul
- Department of Microbiology Faculty of Medicine Siriraj
Hospital
- Department of Microbiology
| | - Amornrut Leelaporn
- Department of Microbiology Faculty of Medicine Siriraj
Hospital
- Department of Microbiology
| | - Suda Luisirirojanakul
- Department of Microbiology Faculty of Medicine Siriraj
Hospital
- Department of Microbiology
| | - Wannee Kantakamalakul
- Department of Microbiology Faculty of Medicine Siriraj
Hospital
- Department of Microbiology
| | - Navin Horthongkam
- Department of Microbiology Faculty of Medicine Siriraj
Hospital
- Department of Microbiology
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Aldridge MJ, Purdell-Lewis J. Teaching human factors: a near-peer approach. CLINICAL TEACHER 2018; 16:236-241. [PMID: 30192048 DOI: 10.1111/tct.12926] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
BACKGROUND An understanding of human factors and ergonomics (HFE) is critical for optimal team performance, and is an important component of the postgraduate medical curriculum. This training is often delivered by senior clinicians with experience of using and teaching HFE concepts. A lack of availability of these experienced tutors can be a constraint on training provision. CONTEXT A near-peer tutor (NPT) approach was used to deliver a classroom-based HFE course to postgraduate doctors, supported by a tutor handbook. We aimed to compare feedback from this course with a previous course taught by experienced tutors. METHODS Learners (n = 21) attending this course were divided into small groups, with one NPT per group. Each group viewed three video reconstructions of incidents from health care and other industries, followed by a structured discussion. Learners were encouraged to recognise concepts from HFE, and to develop changes to their own practice. The NPTs were guided through the session by a tutor handbook, which they received in advance. Human factors and ergonomics training is associated with a significant decrease in error RESULTS: Initial and 2-month feedback was extremely positive, with Likert scores of 5/5 for Organisation, Content, Teaching Methods and Overall Impression. This was significantly (p < 0.05) better than feedback from a previous HFE course with senior tutors. Median NPT confidence ratings before and after receiving the handbook were 4/10 and 8/10, respectively. CONCLUSIONS These results support the use of NPTs in delivering HFE training to postgraduate doctors. Self-reported confidence is increased by providing a handbook with discussion prompts. Training in HFE does not require senior tutors with significant clinical commitments, and can be provided to a high standard by NPTs.
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Collinson JW, Brown T, Chalmers LA, Gales A, Shepherd L. IMPLSE course: a near-peer simulation course. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2018; 4:71-76. [DOI: 10.1136/bmjstel-2016-000172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/05/2017] [Indexed: 11/04/2022]
Abstract
BackgroundNear-peer teaching is recognised for its benefit to both students and facilitators when used as an adjunct to traditional teaching. Simulation is an effective tool for teaching acute management. There are currently no published long-term objective data of the efficacy of near-peer simulation teaching.MethodsWe designed the ‘Immediate Management: Peer Led Simulated Emergencies’ course, a near-peer simulation course for medical students run by junior doctors covering common medical and surgical emergencies. Participants and teachers were objectively tested before and after sessions, and participant confidence in various areas was self-assessed. Participants were followed up at 18 months with both repeat testing and analysis of finals examination results.ResultsParticipants’ mean test scores improved significantly postcourse and remained significantly higher than baseline at 18-month follow-up. There was no difference between participants’ and non-participants’ final examination performance. Participant confidence increased in all areas immediately and at 18-month follow-up. Junior doctor facilitator test scores significantly improved after teaching on the course.ConclusionsNear-peer simulation courses can be effectively designed and run by junior doctors and our results suggest that they result in long-term improvement in test scores. Larger studies with randomised control groups are required to confirm the efficacy of such teaching.
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Omar F, Zaheer M, Ahmed M. Effectiveness of peer teaching in medical education: medical student's perspective. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2018; 9:199-201. [PMID: 29608206 PMCID: PMC5868736 DOI: 10.2147/amep.s161507] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Affiliation(s)
- Farhiya Omar
- Faculty of Medicine, St George’s Hospital Medical School, London, UK
| | - Maryam Zaheer
- Faculty of Medicine, St George’s Hospital Medical School, London, UK
| | - Muna Ahmed
- Faculty of Medicine, St George’s Hospital Medical School, London, UK
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New-graduate Physical Therapists' Self-efficacy to Perform Patient Education Is Influenced by Entry-level Training Experiences. ACTA ACUST UNITED AC 2018. [DOI: 10.1097/jte.0000000000000022] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Sbaffi L, Hallsworth E, Weist A. Peer teaching and information retrieval: the role of the NICE Evidence search student champion scheme in enhancing students’ confidence. Health Info Libr J 2018; 35:50-63. [DOI: 10.1111/hir.12208] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2017] [Accepted: 12/12/2017] [Indexed: 11/28/2022]
Affiliation(s)
- Laura Sbaffi
- Information School; University of Sheffield; Sheffield UK
| | - Elaine Hallsworth
- NICE, Systems and Engagement Programme; National Institute for Health and Care Excellence; London UK
| | - Anne Weist
- NICE, Quality and Leadership Programme; National Institute for Health and Care Excellence; London UK
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Alvarez S, Schultz JH. Practice Report / Bericht aus der Praxis: An exploration of peer tutor roles and recruitment at German medical schools. ZEITSCHRIFT FUR EVIDENZ FORTBILDUNG UND QUALITAET IM GESUNDHEITSWESEN 2017; 127-128:80-84. [PMID: 29128429 DOI: 10.1016/j.zefq.2017.10.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
BACKGROUND Almost all medical faculties in Germany actively employ peer tutors. However, little is known about the roles these tutors play from a faculty point of view. Also, there are only few descriptions of the tutor recruitment and selection processes. METHODS 32 of the medical faculties in Germany, where tutors are used in the training of medical students, were asked to provide information on the role and recruitment of tutors by means of a partially standardized questionnaire. RESULTS At the surveyed faculties (return rate 28%), tutors are mostly employed for the purpose of teaching staff support. Even though desired in individual cases, tutors rarely play an active role in curriculum- or faculty development. The way tutor recruitment is handled strongly depends on the capabilities of the individual faculties and the way tutors are utilized. In many cases this process is structured, consisting of written and oral application phases, in other cases recruitment takes place without formal application procedures. The selection criteria, however, were found to be very similar at most faculties. CONCLUSION The role of tutors from the faculties' point of view depends strongly on the respective nature of the tutorials, which are just as diverse as the approaches to tutor recruitment.
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Affiliation(s)
- Simone Alvarez
- Clinic for General Internal Medicine and Psychosomatics, University Clinic Heidelberg, Heidelberg, Germany.
| | - Jobst-Hendrik Schultz
- Clinic for General Internal Medicine and Psychosomatics, University Clinic Heidelberg, Heidelberg, Germany
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Solanki P, Singh H, Nalwaya P, Mahmood H, Hafeji S, Dean J, Foster A, Evans L. Near Peer Group training on 'How to be a Foundation doctor' Course. MEDEDPUBLISH 2017; 6:124. [PMID: 38406403 PMCID: PMC10885277 DOI: 10.15694/mep.2017.000124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Introduction After graduating from medical school, all UK based doctors enter the Foundation Programme. There is on-going evidence, both anecdotally and published, that final year medical students continue to feel unprepared about starting work. We thus designed a one-day course aiming to improve these students' preparedness and anxiety levels. Methods Pre-course material was provided to the students with information on the skills that were going to be explored in the course. After an initial introduction, there was an interactive demonstration to refresh the students' knowledge on assessment of an unwell patient using the recognised ABCDE approach- Airway; Breathing; Circulation; Disability; Exposure . Thereafter, the students were split into 10 groups of 3 and 4 and rotated around 10 different stations. Each station was 40 minutes long and breaks were interspersed amongst the teaching to ensure that concentration was maintained. The emphasis was on near-peer teaching with guidance from a recently qualified doctor. Feedback was requested immediately post-course and three months afterwards. Results and Feedback The immediate feedback was very positive with the overall quality rated at 3.93/4. Regarding the 3 month feedback, there was an average reduction in anxiety levels by 18.3% (p<0.0001) and improvement in perceived preparedness levels by 24.7% (p<0.0001). All students agreed that the course will help them in preparing to become a foundation doctor and that similar courses should be offered to all final year students. Conclusions Practical courses focusing on preparedness can provide a unique opportunity for collaborative training by universities and foundation trusts. These courses are well evaluated and are perceived to improve anxiety and preparedness levels.
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Peer teaching as a means of enhancing communication skills in anaesthesia training: trainee perspectives. Ir J Med Sci 2017; 187:207-213. [PMID: 28597250 DOI: 10.1007/s11845-017-1637-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2017] [Accepted: 05/18/2017] [Indexed: 10/19/2022]
Abstract
PURPOSE The purpose of this study is to introduce peer teaching of communication skills to first-year anaesthesia trainees in Ireland and to evaluate their perception of this teaching modality. METHODS Seventy-nine first-year anaesthesia trainees participated in a novel peer-led communication skills programme over a 2-year period (Y1, Y2). A Likert scaling questionnaire was developed to explore trainee perception of the peer teaching programme. RESULTS Of the 79 respondents (36 in Y1 and 43 in Y2), 99% either agreed or strongly agreed that the peer teachers were successful in their role. Ninety-two percent requested formal peer teaching in other areas of training. The trainees regarded a peer teacher as an appropriate information provider (92%), role model (88%), planner (88%) and facilitator (94%), but less so as an assessor (70%). The most consistently stated strength of peer teaching was the relatability of peer teachers with their lack of experience cited as the main weakness. Eighty percent of participants preferred peer teaching to regular expert teaching. CONCLUSION This study highlights the positive attitudes of first-year anaesthesia trainees towards a novel peer teaching programme in communication skills. This author recommends that peer teaching is further developed within postgraduate medical programmes to maximise learning for trainees in the student and teacher roles and to redistribute the teaching burden within clinical departments.
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Global Health Values of a Multidirectional Near Peer Training Program in Surgery, Pathology, Anatomy, Research Methodology, and Medical Education for Haitian, Rwandan, and Canadian Medical Students. Ann Glob Health 2017; 83:274-280. [PMID: 28619402 DOI: 10.1016/j.aogh.2017.04.003] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023] Open
Abstract
BACKGROUND As health care delivery increasingly requires providers to cross international borders, medical students at McGill University, Canada, developed a multidirectional exchange program with Haiti and Rwanda. The program integrates surgery, pathology, anatomy, research methodology, and medical education. OBJECTIVE The aim of the present study was to explore the global health value of this international training program to improve medical education within the environment of developing countries, such as Haiti and Rwanda, while improving sociocultural learning of Canadian students. METHODS Students from the University of Kigali, Rwanda and Université Quisqueya, Haiti, participated in a 3-week program at McGill University. The students spanned from the first to sixth year of their respective medical training. The program consisted of anatomy dissections, surgical simulations, clinical pathology shadowing, and interactive sessions in research methodology and medical education. To evaluate the program, a survey was administered to students using a mixed methodology approach. FINDINGS Common benefits pointed out by the participants included personal and professional growth. The exchange improved career development, sense of responsibility toward one's own community, teaching skills, and sociocultural awareness. The participants all agreed that the anatomy dissections improved their knowledge of anatomy and would make them more comfortable teaching the material when the returned to their university. The clinical simulation activities and shadowing experiences allowed them to integrate the different disciplines. However, the students all felt the research component had too little time devoted to it and that the knowledge presented was beyond their educational level. CONCLUSION The development of an integrated international program in surgery, pathology, anatomy, research methodology, and medical education provided medical students with an opportunity to learn about differences in health care and medical education between the 3 countries. This exchange demonstrated that a crosscultural near-peer teaching environment can be an effective and sustainable method of medical student-centered development in global health.
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Border S, Parton W, Myers M, Elmansouri A, Harrison C, Stephens J, Seaby E, Hall S. Ten considerations for implementing effective and sustainable near-peer teaching in clinical anatomy education. MEDEDPUBLISH 2017; 6:87. [PMID: 38406482 PMCID: PMC10885257 DOI: 10.15694/mep.2017.000087] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Near-peer teaching (NPT) is becoming increasing popular in medical education. The rationale and benefits of introducing such programs have been well documented and are usually described in terms of their advantages to the teacher, students and faculty. As a team that have successfully introduced two NPT anatomy programs in the last six years at the University of Southampton, we have taken a largely evidenced based approach in offering 10 considerations to ensure the implementation of a sustainable and effective NPT program in anatomical sciences. We have highlighted important aspects of NPT that will help maximise the benefit of such programs and emphasised particular areas where careful thought is necessary. We conclude that to safeguard sustainability and consistency of any given NPT program, faculty and student partnership is required, as is the maintenance of quality control and evaluative techniques.
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Phillips D, Pean CA, Allen K, Zuckerman J, Egol K. Using Objective Structured Clinical Examinations to Assess Intern Orthopaedic Physical Examination Skills: A Multimodal Didactic Comparison. JOURNAL OF SURGICAL EDUCATION 2017; 74:513-518. [PMID: 28017288 DOI: 10.1016/j.jsurg.2016.10.011] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2016] [Accepted: 10/11/2016] [Indexed: 05/21/2023]
Abstract
UNLABELLED Patient care is 1 of the 6 core competencies defined by the Accreditation Council for Graduate Medical Education (ACGME). The physical examination (PE) is a fundamental skill to evaluate patients and make an accurate diagnosis. The purpose of this study was to investigate 3 different methods to teach PE skills and to assess the ability to do a complete PE in a simulated patient encounter. DESIGN Prospective, uncontrolled, observational. SETTING Northeastern academic medical center. PARTICIPANTS A total of 32 orthopedic surgery residents participated and were divided into 3 didactic groups: Group 1 (n = 12) live interactive lectures, demonstration on standardized patients, and textbook reading; Group 2 (n = 11) video recordings of the lectures given to Group 1 and textbook reading alone; Group 3 (n = 9): 90-minute modules taught by residents to interns in near-peer format and textbook reading. RESULTS The overall score for objective structured clinical examinations from the combined groups was 66%. There was a trend toward more complete PEs in Group 1 taught via live lectures and demonstrations compared to Group 2 that relied on video recording. Near-peer taught residents from Group 3 significantly outperformed Group 2 residents overall (p = 0.02), and trended toward significantly outperforming Group 1 residents as well, with significantly higher scores in the ankle (p = 0.02) and shoulder (p = 0.02) PE cases. CONCLUSIONS This study found that orthopedic interns taught musculoskeletal PE skills by near-peers outperformed other groups overall. An overall score of 66% for the combined didactic groups suggests a baseline deficit in first-year resident musculoskeletal PE skills. The PE should continue to be taught and objectively assessed throughout residency to confirm that budding surgeons have mastered these fundamental skills before going into practice.
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Affiliation(s)
- Donna Phillips
- Department of Orthopaedic Surgery, NYU Hospital for Joint Diseases, NYU School of Medicine, New York, New York.
| | - Christian A Pean
- Department of Orthopaedic Surgery, NYU Hospital for Joint Diseases, NYU School of Medicine, New York, New York
| | - Kathleen Allen
- Department of Orthopaedic Surgery, NYU Hospital for Joint Diseases, NYU School of Medicine, New York, New York
| | - Joseph Zuckerman
- Department of Orthopaedic Surgery, NYU Hospital for Joint Diseases, NYU School of Medicine, New York, New York
| | - Kenneth Egol
- Department of Orthopaedic Surgery, NYU Hospital for Joint Diseases, NYU School of Medicine, New York, New York
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Near-peer emergency medicine for medical students in Port-au-Prince, Haiti: an example of rethinking global health interventions in developing countries. Ann Glob Health 2016; 81:276-82. [PMID: 26088096 DOI: 10.1016/j.aogh.2015.03.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND During a 3-year time frame, a partnership between medical trainees in Haiti and the United States was forged with the objective of implementing an emergency response skills curriculum at a medical school in Port-au-Prince. The effort sought to assess the validity of a near-peer, bidirectional, cross-cultural teaching format as both a global health experience for medical students and as an effective component of improving medical education and emergency response infrastructure in developing countries such as Haiti. METHOD Medical students and emergency medicine (EM) residents from a North American medical school designed and taught a module on emergency response skills in PAP and certified medical students in basic cardiac life support (BLS) over 2 consecutive years. Five-point Likert scale self-efficacy (SE) surveys and multiple-choice fund of knowledge (FOK) assessments were distributed pre- and postmodule each year and analyzed with paired t tests and longitudinal follow-up of the first cohort. Narrative evaluations from participants were collected to gather feedback for improving the module. FINDINGS Challenges included bridging language barriers, maintaining continuity between cohorts, and adapting to unexpected schedule changes. Overall, 115 students were certified in BLS with significant postcurriculum improvements in SE scores (2.75 ± 0.93 in 2013 and 2.82 ± 1.06 in 2014; P < 0.001) and FOK scores (22% ± 15% in 2013 and 41% ± 16% in 2014; P < 0.001). Of 24 Haitian students surveyed at 1-year follow-up from the 2013 cohort, 7 (29.3%) reported using taught skills in real-life situations since completing the module. The US group was invited to repeat the project for a third year. CONCLUSIONS Near-peer, cross-cultural academic exchange is an effective method of medical student-centered emergency training in Haiti. Limitations such as successfully implementing sustainability measures, addressing cultural differences, and coordinating between groups persist. This scalable, reproducible, and mutually beneficial collaboration between North American and Haitian medical trainees is a valid conduit for building Haiti's emergency response infrastructure and promoting global health.
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Sammaraiee Y, Mistry RD, Lim J, Wittner L, Deepak S, Lim G. Peer-assisted learning: filling the gaps in basic science education for preclinical medical students. ADVANCES IN PHYSIOLOGY EDUCATION 2016; 40:297-303. [PMID: 27445276 DOI: 10.1152/advan.00017.2015] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2015] [Accepted: 05/04/2016] [Indexed: 05/12/2023]
Abstract
In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United Kingdom medical school. Twenty tutorials were delivered by senior students throughout the year to first- and second-year students. A baseline questionnaire was delivered to inform the development of the program followed by an end-point questionnaire the next year (n = 122). Quizzes were administered before and after five separate tutorials to assess changes in mean student scores. Additionally, each tutorial was evaluated via a questionnaire for participants (n = 949). All five posttutorial quizzes showed a significant improvement in mean student score (P < 0.05). Questionnaires showed students found the program to be relevant and useful for revision purposes and appreciated how tutorials contextualized basic science to clinical medicine. Students appreciated the interactive nature of the sessions and found receiving personalized feedback about their learning and consolidating information with someone familiar with the material to be useful. With the inclusion of the program, students felt there were now an adequate number of tutorials during the year. In conclusion, this study shows that senior medical students can design and deliver a program that adds value to the mostly lecture-based formal preclinical curriculum. We hope that our study can prompt further work to explore the effect of PAL on the teaching of basic sciences during preclinical studies.
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Affiliation(s)
- Yezen Sammaraiee
- University College London Medical School, London, United Kingdom
| | - Ravi D Mistry
- University College London Medical School, London, United Kingdom
| | - Julian Lim
- University College London Medical School, London, United Kingdom
| | - Liora Wittner
- University College London Medical School, London, United Kingdom
| | - Shantal Deepak
- University College London Medical School, London, United Kingdom
| | - Gareth Lim
- University College London Medical School, London, United Kingdom
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de Menezes S, Premnath D. Near-peer education: a novel teaching program. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2016; 7:160-7. [PMID: 27239951 PMCID: PMC4885635 DOI: 10.5116/ijme.5738.3c28] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2016] [Accepted: 05/15/2016] [Indexed: 05/13/2023]
Abstract
OBJECTIVE This study aims to: 1) Evaluate whether a near-peer program improves perceived OSCE performance; 2) Identify factors motivating students to teach; 3) Evaluate role of near-peer teaching in medical education. METHODS A near-peer OSCE teaching program was implemented at Monash University's Peninsula Clinical School over the 2013 academic year. Forty 3rd-year and thirty final-year medical students were recruited as near-peer learners and educators, respectively. A post-program questionnaire was completed by learners prior to summative OSCEs (n=31), followed by post-OSCE focus groups (n=10). Near-peer teachers were interviewed at the program's conclusion (n=10). Qualitative data was analysed for emerging themes to assess the perceived value of the program. RESULTS Learners felt peer-led teaching was more relevant to assessment, at an appropriate level of difficulty and delivered in a less threatening environment than other methods of teaching. They valued consistent practice and felt confident approaching their summative OSCEs. Educators enjoyed the opportunity to develop their teaching skills, citing mutual benefit and gratitude to past peer-educators as strong motivators to teach others. CONCLUSIONS Near-peer education, valued by near-peer learners and teachers alike, was a useful method to improve preparation and perceived performance in summative examinations. In particular, a novel year-long, student-run initiative was regarded as a valuable and feasible adjunct to faculty teaching.
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Affiliation(s)
- Sara de Menezes
- Faculty of Medicine Nursing and Health Sciences, Monash University, Australia
| | - Daphne Premnath
- Faculty of Medicine Nursing and Health Sciences, Monash University, Australia
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