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Stevenson SE, Anbu D, Wijeyendram P, Laurayne H, Border S. Can Synchronous Online Near-Peer Teaching Offer the Same Benefits as the Face-to-Face Version When Used in Clinical Neuroanatomy Education? ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1397:151-172. [DOI: 10.1007/978-3-031-17135-2_9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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2
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Reifenrath J, Seiferth N, Wilhelm T, Holzmann-Littig C, Phillip V, Wijnen-Meijer M. Integrated clinical case discussions - a fully student-organized peer-teaching program on internal medicine. BMC MEDICAL EDUCATION 2022; 22:828. [PMID: 36457088 PMCID: PMC9713160 DOI: 10.1186/s12909-022-03889-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Accepted: 11/10/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND In response to students´ poor ratings of emergency remote lectures in internal medicine, a team of undergraduate medical students initiated a series of voluntary peer-moderated clinical case discussions. This study aims to describe the student-led effort to develop peer-moderated clinical case discussions focused on training cognitive clinical skill for first and second-year clinical students. METHODS Following the Kern Cycle a didactic concept is conceived by matching cognitive learning theory to the competence levels of the German Medical Training Framework. A 50-item survey is developed based on previous evaluation tools and administered after each tutorial. Educational environment, cognitive congruence, and learning outcomes are assessed using pre-post-self-reports in a single-institution study. RESULTS Over the course of two semesters 19 tutors conducted 48 tutorials. There were 794 attendances in total (273 in the first semester and 521 in the second). The response rate was 32%. The didactic concept proved successful in attaining all learning objectives. Students rated the educational environment, cognitive congruence, and tutorials overall as "very good" and significantly better than the corresponding lecture. Students reported a 70%-increase in positive feelings about being tutored by peers after the session. CONCLUSION Peer-assisted learning can improve students´ subjective satisfaction levels and successfully foster clinical reasoning skills. This highlights successful student contributions to the development of curricula.
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Affiliation(s)
- Johannes Reifenrath
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany.
| | - Nick Seiferth
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany
| | - Theresa Wilhelm
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany
| | - Christopher Holzmann-Littig
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany
- Department of Nephrology, Hospital Klinikum Rechts Der Isar of the Technical University of Munich, Munich, Germany
| | - Veit Phillip
- Department of Internal Medicine II, Hospital Klinikum Rechts Der Isar of the Technical University of Munich, Munich, Germany
| | - Marjo Wijnen-Meijer
- School of Medicine, Technical University of Munich, TUM Medical Education Center, Ismaninger Str. 22, 81675, Muenchen, Munich, Germany
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Zhang H, Liao AWX, Goh SH, Wu XV, Yoong SQ. Effectiveness of peer teaching in health professions education: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2022; 118:105499. [PMID: 35961134 DOI: 10.1016/j.nedt.2022.105499] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Revised: 06/26/2022] [Accepted: 08/02/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The reform in health professions education requires the focus to shift from fact memorization to exploring, analyzing, assimilating, and synthesizing information to promote active and collaborative learning. Peer teaching is one of the educational strategies. AIMS This review aimed to explore and synthesize quantitative evidence to determine the overall effect of peer teaching in enhancing students' theoretical knowledge and practical skills (e.g., procedural skills and resuscitation) in health professions education. METHODS PubMed, ScienceDirect, CINAHL, ERIC, ProQuest, reference lists of relevant studies, and reviews were searched till November 2021. Results were pooled using random-effects meta-analysis or narrative synthesis. RESULTS A total of 44 RCTs were included. This review showed a significant effect of peer teaching on procedural skills improvement and a comparable effect on theoretical knowledge and resuscitation skills acquisition compared to the conventional teaching method. Near-peer teaching seemed to be the most effective method for skill improvement. Subgroup analysis showed no significant differences between peer teaching and conventional teaching groups (e.g., expert/faculty teaching, self-study or lectures). CONCLUSIONS Peer teaching seems to be a promising teaching and learning strategy in health professions education, positively affecting theoretical knowledge and procedural skills. Future research should explore the effect of peer teaching in developing countries to provide a comprehensive picture of peer teaching.
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Affiliation(s)
- Hui Zhang
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | | | - Sam Hongli Goh
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Xi Vivien Wu
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Si Qi Yoong
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Schauwinhold MT, Schmidt M, Rudolph JW, Klasen M, Lambert SI, Krusch A, Vogt L, Sopka S. Innovative Tele-Instruction Approach Impacts Basic Life Support Performance: A Non-inferiority Trial. Front Med (Lausanne) 2022; 9:825823. [PMID: 35646961 PMCID: PMC9134732 DOI: 10.3389/fmed.2022.825823] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2021] [Accepted: 04/19/2022] [Indexed: 12/03/2022] Open
Abstract
Background Sustaining Basic Life Support (BLS) training during the COVID-19 pandemic bears substantial challenges. The limited availability of highly qualified instructors and tight economic conditions complicates the delivery of these life-saving trainings. Consequently, innovative and resource-efficient approaches are needed to minimize or eliminate contagion while maintaining high training standards and managing learner anxiety related to infection risk. Methods In a non-inferiority trial 346 first-year medical, dentistry, and physiotherapy students underwent BLS training at AIXTRA—Competence Center for Training and Patient Safety at the University Hospital RWTH Aachen. Our objectives were (1) to examine whether peer feedback BLS training supported by tele-instructors matches the learning performance of standard instructor-guided BLS training for laypersons; and (2) to minimize infection risk during BLS training. Therefore, in a parallel group design, we compared arm (1) Standard Instructor Feedback (SIF) BLS training (Historical control group of 2019) with arm (2) a Tele-Instructor Supported Peer-Feedback (TPF) BLS training (Intervention group of 2020). Both study arms were based on Peyton's 4-step approach. Before and after each training session, objective data for BLS performance (compression depth and rate) were recorded using a resuscitation manikin. We also assessed overall BLS performance via standardized instructor evaluation and student self-reports of confidence via questionnaire. Non-inferiority margins for the outcome parameters and sample size calculation were based on previous studies with SIF. Two-sided 95% confidence intervals were employed to determine significance of non-inferiority. Results The results confirmed non-inferiority of TPF to SIF for all tested outcome parameters. A follow-up after 2 weeks found no confirmed COVID-19 infections among the participants. Conclusion Tele-instructor supported peer feedback is a powerful alternative to in-person instructor feedback on BLS skills during a pandemic, where infection risk needs to be minimized while maximizing the quality of BLS skill learning. Trial registration https://www.drks.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00025199, Trial ID: DRKS00025199.
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Affiliation(s)
- Michael Tobias Schauwinhold
- AIXTRA-Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany.,Department of Anaesthesiology, University Hospital RWTH Aachen, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - Michelle Schmidt
- AIXTRA-Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany.,Department of Anaesthesiology, University Hospital RWTH Aachen, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - Jenny W Rudolph
- Center for Medical Simulation, Boston, MA, United States.,Department of Anaesthesiology, Critical Care and Pain Medicine, Massachusetts General Hospital, Harvard Medical School, Boston, MA, United States
| | - Martin Klasen
- AIXTRA-Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany.,Department of Anaesthesiology, University Hospital RWTH Aachen, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - Sophie Isabelle Lambert
- AIXTRA-Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany.,Department of Anaesthesiology, University Hospital RWTH Aachen, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - Alexander Krusch
- AIXTRA-Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany.,Department of Anaesthesiology, University Hospital RWTH Aachen, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - Lina Vogt
- AIXTRA-Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany.,Department of Anaesthesiology, University Hospital RWTH Aachen, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - Saša Sopka
- AIXTRA-Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany.,Department of Anaesthesiology, University Hospital RWTH Aachen, Medical Faculty, RWTH Aachen University, Aachen, Germany
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5
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Kronschnabl DM, Baerwald C, Rotzoll DE. Evaluating the effectiveness of a structured, simulator-assisted, peer-led training on cardiovascular physical examination in third-year medical students: a prospective, randomized, controlled trial. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc108. [PMID: 34651066 PMCID: PMC8493837 DOI: 10.3205/zma001504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Revised: 03/31/2021] [Accepted: 06/25/2021] [Indexed: 06/13/2023]
Abstract
Background: Previous research suggests that cardiac examination skills in undergraduate medical students frequently need improvement. There are different ways to enhance physical examination (PE) skills such as simulator-based training or peer-assisted learning (PAL). Aim: The aim of this study was to evaluate the effectiveness of a structured, simulator-assisted, peer-led training on cardiovascular PE. Methods: Participants were third-year medical students at Leipzig University Faculty of Medicine. Students were randomly assigned to an intervention group (IG) and a control group (CG). In addition to standard curricular training, IG received a peer-led, simulator-based training in cardiac PE. Participant performance in cardiac PE was assessed using a standardized checklist with a maximum of 25 points. Primary outcome was assessed via checklist point distribution. Results: 89 students were randomised to either CG (n=43) or IG (n=46) with 70 completing the study. Overall, IG students performed significantly better than CG students did (max. points: 25, M±SD in IG was 17±3, in CG 12±4, p<.0001). Simple mistakes such as not using the stethoscope correctly were more frequent in CG students. Prior experience did not lead to a significant difference in performance. Conclusions: Structured, peer-led and simulator-assisted teaching sessions improve cardiac PE skills in this setting compared to control students that did not receive this training.
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Affiliation(s)
- David M. Kronschnabl
- Leipzig University, Faculty of Medicine, LernKlinik Leipzig, Skills and Simulation Centre, Leipzig, Germany
| | - Christoph Baerwald
- University of Leipzig, Department of Internal Medicine, Division of Rheumatology, Leipzig, Germany
| | - Daisy E. Rotzoll
- Leipzig University, Faculty of Medicine, LernKlinik Leipzig, Skills and Simulation Centre, Leipzig, Germany
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6
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Greif R, Lockey A, Breckwoldt J, Carmona F, Conaghan P, Kuzovlev A, Pflanzl-Knizacek L, Sari F, Shammet S, Scapigliati A, Turner N, Yeung J, Monsieurs KG. [Education for resuscitation]. Notf Rett Med 2021; 24:750-772. [PMID: 34093075 PMCID: PMC8170459 DOI: 10.1007/s10049-021-00890-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/19/2021] [Indexed: 12/22/2022]
Abstract
Diese Leitlinien des European Resuscitation Council basieren auf dem internationalen wissenschaftlichen Konsens 2020 zur kardiopulmonalen Reanimation mit Behandlungsempfehlungen (International Liaison Committee on Resuscitation 2020 International Consensus on Cardiopulmonary Resuscitation Science with Treatment Recommendations [ILCOR] 2020 CoSTR). Dieser Abschnitt bietet Bürgern und Angehörigen der Gesundheitsberufe Anleitungen zum Lehren und Lernen der Kenntnisse, der Fertigkeiten und der Einstellungen zur Reanimation mit dem Ziel, das Überleben von Patienten nach Kreislaufstillstand zu verbessern.
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Affiliation(s)
- Robert Greif
- Department of Anaesthesiology and Pain Medicine, Bern University Hospital, University of Bern, Bern, Schweiz.,School of Medicine, Sigmund Freud University Vienna, Wien, Österreich
| | - Andrew Lockey
- Emergency Department, Calderdale Royal Hospital, Halifax, Großbritannien
| | - Jan Breckwoldt
- Institute of Anesthesiology, University Hospital Zurich, Zürich, Schweiz
| | | | - Patricia Conaghan
- Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, Großbritannien
| | - Artem Kuzovlev
- Negovsky Research Institute of General Reanimatology of the Federal research and clinical center of intensive care medicine and Rehabilitology, Moskau, Russland
| | - Lucas Pflanzl-Knizacek
- Klinische Abteilung für Endokrinologie und Diabetologie, Universitätsklinik für Innere Medizin, Medizinische Universität Graz, Graz, Österreich
| | - Ferenc Sari
- Emergency Department, Skellefteå Hospital, Skellefteå, Schweden
| | | | - Andrea Scapigliati
- Institute of Anaesthesia and Intensive Care, Catholic University of the Sacred Heart, Fondazione Policlinico Universitario A. Gemelli, IRCCS, Rom, Italien
| | - Nigel Turner
- Department of Pediatric Anesthesia, Division of Vital Functions, Wilhelmina Children's Hospital at the University Medical Center, Utrecht, Niederlande
| | - Joyce Yeung
- Warwick Clinical Trials Unit, Warwick Medical School, University of Warwick, Coventry, Großbritannien
| | - Koenraad G Monsieurs
- Emergency Department, Antwerp University Hospital and University of Antwerp, Edegem, Belgien
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7
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Greif R, Lockey A, Breckwoldt J, Carmona F, Conaghan P, Kuzovlev A, Pflanzl-Knizacek L, Sari F, Shammet S, Scapigliati A, Turner N, Yeung J, Monsieurs KG. European Resuscitation Council Guidelines 2021: Education for resuscitation. Resuscitation 2021; 161:388-407. [PMID: 33773831 DOI: 10.1016/j.resuscitation.2021.02.016] [Citation(s) in RCA: 139] [Impact Index Per Article: 46.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
These European Resuscitation Council education guidelines, are based on the 2020 International Consensus on Cardiopulmonary Resuscitation Science with Treatment Recommendations. This section provides guidance to citizens and healthcare professionals with regard to teaching and learning the knowledge, skills and attitudes of resuscitation with the ultimate aim of improving patient survival after cardiac arrest.
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Affiliation(s)
- Robert Greif
- Department of Anaesthesiology and Pain Medicine, Bern University Hospital, University of Bern, Bern, Switzerland; School of Medicine, Sigmund Freud University Vienna, Vienna, Austria.
| | - Andrew Lockey
- Emergency Department, Calderdale Royal Hospital, Halifax, UK
| | - Jan Breckwoldt
- Institute of Anesthesiology, University Hospital Zurich, Zurich, Switzerland
| | | | - Patricia Conaghan
- Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK
| | - Artem Kuzovlev
- Negovsky Research Institute of General Reanimatology of the Federal Research and Clinical Center of Intensive Care Medicine and Rehabilitology, Moscow, Russia
| | - Lucas Pflanzl-Knizacek
- Division of Endocrinology and Diabetology, Department of Internal Medicine, Medical University of Graz, Graz, Austria
| | - Ferenc Sari
- Emergency Department, Skellefteå Hospital, Sweden
| | | | - Andrea Scapigliati
- Institute of Anaesthesia and Intensive Care, Catholic University of the Sacred Heart, Fondazione Policlinico Universitario A. Gemelli, IRCCS, Rome, Italy
| | - Nigel Turner
- Department of Pediatric Anesthesia, Division of Vital Functions, Wilhelmina Children's Hospital at the University Medical Center, Utrecht, The Netherlands
| | - Joyce Yeung
- Warwick Clinical Trials Unit, Warwick Medical School, University of Warwick, Coventry, UK
| | - Koenraad G Monsieurs
- Emergency Department, Antwerp University Hospital and University of Antwerp, Edegem, Belgium
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8
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Ahmad SE, Farina GA, Fornari A, Pearlman RE, Friedman K, Olvet DM. Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2021; 8:23821205211020762. [PMID: 34104794 PMCID: PMC8170334 DOI: 10.1177/23821205211020762] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Accepted: 05/10/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Third-year medical students traditionally receive their didactic or small group teaching sessions from clinical faculty during clerkship rotations. Near-peer teaching is increasingly recognized as an acceptable method for teaching, however most near-peer teaching takes place during the pre-clinical curriculum. We sought to determine if fourth year medical students were noninferior to faculty in facilitating small group discussions during clerkship rotations. METHODS Seventy-five third-year medical students participated in a small group session focused on rheumatologic diseases during their internal medicine clerkship rotation. Students were taught by fourth-year medical students who self-selected to participate as near-peer teachers at 1 clinical site (near-peers, N = 36) and by clinical faculty at another site (N = 39). At the end of the session, third-year medical students completed a survey evaluating teacher performance and effectiveness. RESULTS There was no significant difference between the 2 groups on each of the 17 survey items assessing teacher performance, the total teaching performance score, and the teaching effectiveness rating (all P-values >.05). A mean between-group difference of 2% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the total teaching performance score. An absolute difference of 14% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the teaching effectiveness score. Near-peer teachers reported several benefits, including improving their own medical knowledge and skills as a future educator. DISCUSSION Our data supports the noninferiority of the perceived performance and effectiveness of near-peer teachers compared to faculty teachers in the clerkship setting. Adding near-peer teachers to the clerkship setting is feasible and can be beneficial to all stakeholders.
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Affiliation(s)
- Syed E Ahmad
- Departments of Medicine, Donald
and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY,
USA
| | - Gino A Farina
- Departments of Science Education,
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell,
Hempstead, NY, USA
- Departments of Emergency
Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell,
Hempstead, NY, USA
| | - Alice Fornari
- Departments of Science Education,
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell,
Hempstead, NY, USA
| | - Ruth Ellen Pearlman
- Departments of Medicine, Donald
and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY,
USA
- Departments of Science Education,
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell,
Hempstead, NY, USA
| | - Karen Friedman
- Departments of Medicine, Donald
and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY,
USA
| | - Doreen M Olvet
- Departments of Science Education,
Donald and Barbara Zucker School of Medicine at Hofstra/Northwell,
Hempstead, NY, USA
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Binkhorst M, Draaisma JMT, Benthem Y, van de Pol EMR, Hogeveen M, Tan ECTH. Peer-led pediatric resuscitation training: effects on self-efficacy and skill performance. BMC MEDICAL EDUCATION 2020; 20:427. [PMID: 33187502 PMCID: PMC7666463 DOI: 10.1186/s12909-020-02359-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Accepted: 11/04/2020] [Indexed: 05/04/2023]
Abstract
BACKGROUND Peer-led basic life support training in medical school may be an effective and valued way of teaching medical students, yet no research has been conducted to evaluate the effect on the self-efficacy of medical students. High self-efficacy stimulates healthcare professionals to initiate and continue basic life support despite challenges. METHODS A randomized controlled trial, in which medical students received pediatric basic life support (PBLS) training, provided by either near-peer instructors or expert instructors. The students were randomly assigned to the near-peer instructor group (n = 105) or expert instructor group (n = 108). All students received two hours of PBLS training in groups of approximately 15 students. Directly after this training, self-efficacy was assessed with a newly developed questionnaire, based on a validated scoring tool. A week after each training session, students performed a practical PBLS exam and completed another questionnaire to evaluate skill performance and self-efficacy, respectively. RESULTS Students trained by near-peers scored significantly higher on self-efficacy regarding all aspects of PBLS. Theoretical education and instructor feedback were equally valued in both groups. The scores for the practical PBLS exam and the percentage of students passing the exam were similar in both groups. CONCLUSIONS Our findings point towards the fact that near-peer-trained medical students can develop a higher level of PBLS-related self-efficacy than expert-trained students, with comparable PBLS skills in both training groups. The exact relationship between peer teaching and self-efficacy and between self-efficacy and the quality of real-life pediatric resuscitation should be further explored. TRIAL REGISTRATION ISRCTN, ISRCTN69038759 . Registered December 12th, 2019 - Retrospectively registered.
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Affiliation(s)
- M. Binkhorst
- Radboud Institute for Health Sciences (RIHS), Department of Neonatology, Radboud University Medical Center Amalia Children’s Hospital, P.O. Box 9101, 6500 HB Nijmegen, The Netherlands
| | - J M Th Draaisma
- Department of Pediatrics, Radboud University Medical Center Amalia Children’s Hospital, Nijmegen, The Netherlands
| | - Y. Benthem
- Department of Pediatrics, Radboud University Medical Center Amalia Children’s Hospital, Nijmegen, The Netherlands
| | - E. M. R. van de Pol
- Department of Pediatrics, Radboud University Medical Center Amalia Children’s Hospital, Nijmegen, The Netherlands
| | - M. Hogeveen
- Radboud Institute for Health Sciences (RIHS), Department of Neonatology, Radboud University Medical Center Amalia Children’s Hospital, P.O. Box 9101, 6500 HB Nijmegen, The Netherlands
| | - E. C. T. H. Tan
- Department of General Surgery, Radboud University Medical Center, Nijmegen, The Netherlands
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10
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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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11
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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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Chopra N, Zhou DB, Fallar R, Chadha N. Impact of Near-Peer Education in a Student-Run Free Ophthalmology Clinic on Medical Student Teaching Skills. JOURNAL OF SURGICAL EDUCATION 2020; 77:1503-1510. [PMID: 32586775 DOI: 10.1016/j.jsurg.2020.05.012] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/09/2020] [Revised: 05/07/2020] [Accepted: 05/10/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE To determine the impact of near-peer teaching experiences in the ophthalmology branch of the East Harlem Health Outreach Program (EHHOP), a student-run clinic, on teaching skills of fourth-year medical student Teaching Seniors (TS). DESIGN Mixed-methods observational study, including online survey and telephone interview. SETTING Student-run ophthalmology clinic affiliated with the Icahn School of Medicine at Mount Sinai and Mount Sinai Hospital, a tertiary-care center in New York, NY. PARTICIPANTS All EHHOP TS alumni from 2014 to 2019 were eligible for inclusion in our study. All 14 alumni participated in the survey, and 8 participated in the follow-up interview. METHODS EHHOP ophthalmology TS alumni were surveyed via an online survey and subsequent, optional, individual telephone interview. The web survey queried former TS on the impact of EHHOP ophthalmology experiences on self-reported teaching skills and comfort with teaching. Quantitative analysis of survey questions and qualitative analysis of telephone responses was performed and analyzed for themes. RESULTS Majority of participants reported increased comfort teaching ophthalmology concepts, teaching the slit-lamp exam, and serving as mentors as a result of their experience. Qualitative analysis of telephone interviews revealed 4 major themes: (1) TS were a self-selected group of individuals with prior interest in teaching, (2) Teaching experiences in EHHOP had a positive impact in many teaching-related domains, (3) TS perceptions of teaching skills gained did not necessarily align with junior students' perceptions of teaching received, and (4) despite increased confidence and satisfaction with teaching experiences, TS desired more formal instruction in teaching. CONCLUSIONS While TS perceptions of teaching skills gained in EHHOP ophthalmology were overwhelmingly positive, TS still desired formal instruction in teaching. Additionally, the effectiveness of near-peer education in a subspecialty like ophthalmology, with limited formal curricular time, may be more effective later in training, when a more solid foundation of knowledge is acquired.
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Affiliation(s)
- Nitin Chopra
- Department of Ophthalmology, Icahn School of Medicine at Mount Sinai/New York Eye & Ear, Eye and Vision Research Institute, New York, New York.
| | - Davis B Zhou
- Department of Ophthalmology, Icahn School of Medicine at Mount Sinai/New York Eye & Ear, Eye and Vision Research Institute, New York, New York
| | - Robert Fallar
- Department of Medical Education, Icahn School of Medicine at Mount Sinai, New York, New York
| | - Nisha Chadha
- Department of Ophthalmology, Icahn School of Medicine at Mount Sinai/New York Eye & Ear, Eye and Vision Research Institute, New York, New York; Department of Medical Education, Icahn School of Medicine at Mount Sinai, New York, New York
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Tejos R, Crovari F, Achurra P, Avila R, Inzunza M, Jarry C, Martinez J, Riquelme A, Alseidi A, Varas J. Video-Based Guided Simulation without Peer or Expert Feedback is Not Enough: A Randomized Controlled Trial of Simulation-Based Training for Medical Students. World J Surg 2020; 45:57-65. [PMID: 32892271 DOI: 10.1007/s00268-020-05766-x] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/07/2020] [Indexed: 11/30/2022]
Abstract
BACKGROUND Feedback is a pivotal cornerstone and a challenge in psychomotor training. There are different teaching methodologies; however, some may be less effective. METHODS A prospective randomized controlled trial was conducted in 130 medical students to compare the effectiveness of the video-guided learning (VLG), peer-feedback (PFG) and the expert feedback (EFG) for teaching suturing skills. The program lasted 4 weeks. Students were recorded making 3-simple stitches (pre-assessment and post-assessment). The primary outcome was a global scale (OSATS). The secondary outcomes were performance time, specific rating scale (SRS) and the impact of the intervention (IOI), defined as the variation between the final and initial OSATS and SRS scores. RESULTS No significant differences were found between PFG and EFG in post-assessment results of OSATS, SRS scores or in the IOI for OSATS and SRS scores. Post-assessment results of PFG and EFG were significantly superior to VLG in OSATS and SRS scores [(19.8 (18.5-21); 16.6 (15.5-17.5)) and (20.3 (19.88-21); 16.8 (16-17.5)) vs (15.7 (15-16); 13.3 (12.5-14)) (p < 0.05)], respectively. The results of PFG and EFG were significantly superior to VLG in the IOI for OSATS [7 (4.5-9) and 7.4 (4.88-10) vs 3.5 (1.5-6) (p < 0.05)] and SRS scores [5.4 (3.5-7) and 6.3 (4-8.5) vs 3.1 (1.13-4.88) (p < 0.05)], respectively. CONCLUSION The video-guided learning methodology without any kind of feedback is not enough for teaching suturing skills compared to expert or peer feedback. The peer feedback methodology appears to be a viable alternative to handling the emerging demands in medical education.
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Affiliation(s)
- Rodrigo Tejos
- Experimental Surgery and Simulation Center, Department of Digestive Surgery, Faculty of Medicine, Pontificia Universidad Católica de Chile, Marcoleta 377, 8330024, Santiago, Chile
| | - Fernando Crovari
- Experimental Surgery and Simulation Center, Department of Digestive Surgery, Faculty of Medicine, Pontificia Universidad Católica de Chile, Marcoleta 377, 8330024, Santiago, Chile
| | - Pablo Achurra
- Experimental Surgery and Simulation Center, Department of Digestive Surgery, Faculty of Medicine, Pontificia Universidad Católica de Chile, Marcoleta 377, 8330024, Santiago, Chile
| | - Ruben Avila
- Experimental Surgery and Simulation Center, Department of Digestive Surgery, Faculty of Medicine, Pontificia Universidad Católica de Chile, Marcoleta 377, 8330024, Santiago, Chile
| | - Martín Inzunza
- Experimental Surgery and Simulation Center, Department of Digestive Surgery, Faculty of Medicine, Pontificia Universidad Católica de Chile, Marcoleta 377, 8330024, Santiago, Chile
| | - Cristian Jarry
- Experimental Surgery and Simulation Center, Department of Digestive Surgery, Faculty of Medicine, Pontificia Universidad Católica de Chile, Marcoleta 377, 8330024, Santiago, Chile
| | - Jorge Martinez
- Experimental Surgery and Simulation Center, Department of Digestive Surgery, Faculty of Medicine, Pontificia Universidad Católica de Chile, Marcoleta 377, 8330024, Santiago, Chile
| | - Arnoldo Riquelme
- Department of Gastroenterology and Centre for Medical Education, Faculty of Medicine, Pontificia Universidad Católica de Chile, Diagonal Paraguay 362, 8330077, Santiago, Chile
| | - Adnan Alseidi
- Department of Surgery, University of California San Francisco, 400 Parnassus Ave, San Francisco, CA, 94143, USA
| | - Julian Varas
- Experimental Surgery and Simulation Center, Department of Digestive Surgery, Faculty of Medicine, Pontificia Universidad Católica de Chile, Marcoleta 377, 8330024, Santiago, Chile.
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Radiography students' perceptions of Peer assisted learning. Radiography (Lond) 2019; 26:e109-e113. [PMID: 32052761 DOI: 10.1016/j.radi.2019.12.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2019] [Revised: 11/28/2019] [Accepted: 12/01/2019] [Indexed: 11/21/2022]
Abstract
INTRODUCTION Peer Assisted Learning (PAL) is collaborative learning in which students from the same or different academic levels learn from each other. It is meant to support the regular teaching and learning process. Learning in PAL can be explained by constructive social learning theories and has many advantages such as, students' perception of it and the ease of discussion between peers. This study aims to measure students' perception of PAL in the context of radiography education. METHODS A PAL programme was implemented in one module taught to second year radiography students. A questionnaire was then distributed to the participating students (n = 28) to measure their perception of PAL; the questionnaire consisted of 13 questions with a Likert scale of 5 (1 = strongly disagree to 5 = strongly agree). The results were analysed using SPSS to calculate the percentages, means, standard deviations, and factorial analysis. RESULTS Twenty-six students responded to the questionnaire (92.8%). The range of agreement in all questionnaire items ranged from 79.9% to 92.3%. The factor analysis revealed two main factors affecting students' acceptability. PAL enriched students' learning experience and helped them in preparation for exams. CONCLUSION The use of PAL is highly acceptable by students in context of radiography education. IMPLICATIONS FOR PRACTICE More studies are necessary to confirm the best methods of using PAL. These may involve both students and educators, and pre- and post-methods.
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Bugaj TJ, Blohm M, Schmid C, Koehl N, Huber J, Huhn D, Herzog W, Krautter M, Nikendei C. Peer-assisted learning (PAL): skills lab tutors' experiences and motivation. BMC MEDICAL EDUCATION 2019; 19:353. [PMID: 31521146 PMCID: PMC6744669 DOI: 10.1186/s12909-019-1760-2] [Citation(s) in RCA: 34] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2018] [Accepted: 08/20/2019] [Indexed: 05/21/2023]
Abstract
BACKGROUND Peer-assisted learning (PAL) is a common teaching and learning method in medical education worldwide. In the setting of skills laboratories (skills labs), student tutors are often employed as an equivalent alternative to faculty teachers. However, to the best of our knowledge, there is a lack of qualitative studies which explore the reasons for the personal commitment of student tutors. The aim of our study was to examine how undergraduate students experienced and evaluated their roles as skills lab student tutors, what their motivation was, and whether social and cognitive congruence played a role in their teaching experiences. METHODS We conducted in-depth, semi-structured interviews with student tutors who were currently teaching in a skills lab. After the interviews had been transcribed verbatim, two independent investigators performed a qualitative content analysis according to Mayring. RESULTS In total, we conducted nine interviews with student tutors. Our results revealed that all student tutors showed great enthusiasm and motivation for their jobs as peer teachers. One of the main motivating factors for student tutors to teach in a skills lab was the possibility to simultaneously share and improve their knowledge and expertise. In general, the participants of our study had high aspirations for their teaching. They found it particularly important to be empathetic with the student learners. At the same time, they thought they would personally benefit from their teaching activities and develop a certain expertise as student tutors. CONCLUSIONS With the present study we are able to gain some insight into what motivates student tutors to teach in a skills lab and what kind of experiences they have. Our results provide an important input for the future training of highly qualified student tutors.
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Affiliation(s)
- T. J. Bugaj
- Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany
| | - M. Blohm
- Department of Psychosomatic Medicine and Psychotherapy, Klinikum Esslingen, Esslingen, Germany
| | - C. Schmid
- Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany
| | - N. Koehl
- Practice Drs./NL Albertus Arends, Heidelberg, Germany
| | - J. Huber
- Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany
| | - D. Huhn
- Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany
| | - W. Herzog
- Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany
| | - M. Krautter
- Department of Nephrology, University of Heidelberg, Heidelberg, Germany
- Clinic for Kidney, Hypertension and Autoimmune Diseases, Klinikum Stuttgart, Stuttgart, Germany
| | - C. Nikendei
- Department of General Internal and Psychosomatic Medicine, University of Heidelberg Medical Hospital, Im Neuenheimer Feld 410, 69120 Heidelberg, Germany
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Logan AA, DeLisser HM. "Rebuilding what has eroded": a descriptive, survey-based study of near-peer instructors' experiences in a critical pedagogy-based sociomedical course. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:253-262. [PMID: 31118863 PMCID: PMC6504679 DOI: 10.2147/amep.s195864] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/24/2018] [Accepted: 04/19/2019] [Indexed: 06/09/2023]
Abstract
Purpose: Near-peer assisted learning has been deployed in numerous settings within medical education with promising results. However, there is very little experience utilizing near-peers in sociomedical or cultural competency training. We recently described a novel model for sociomedical learning based on Introduction to Medicine and Society (IMS), a critical pedagogy-based course at the Perelman School of Medicine at the University of Pennsylvania (PSOM). Near-peer facilitation, by senior medical students, is central to this model. The aim of this descriptive study is to examine how facilitating within this curriculum impacts senior medical students' self-reported attitudes toward course content, medical education, as well as self-care and medical practice. Methods: At the conclusion of the course, near-peer facilitator attitudes were assessed in three key domains through an anonymous survey. Attitudes were rated according to a 5-point Likert scale. Data from subgroups were analyzed using standard two-tailed t-tests. Optional narrative data were also collected. Results: Twenty six of 34 (76%) eligible facilitators completed the survey. Strong majorities of facilitators felt that their experience facilitating IMS had a favorable effect on attitudes related to course content (sociomedical issues and communication skills). A majority also endorsed favorable changes in their attitudes toward teaching and medical education. Large proportions of facilitators endorsed positive changes in a number of domains linked to trainee resilience. Conclusions: Our descriptive data suggest that acting as a near-peer facilitator as a senior medical student within a critical pedagogy-based course could help to fill multiple important curricular gaps at the transition from medical school to residency. Moreover, we find that a sociomedical facilitation experience during this important transition may increase enthusiasm for careers in medical education and undo some of the negative impacts of clinical training during medical school.
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Affiliation(s)
| | - Horace M DeLisser
- Academic Programs Office, Perelman School of School of Medicine, University of Pennsylvania, Philadelphia, PA, USA
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Freytag J, Stroben F, Hautz WE, Schauber SK, Kämmer JE. Rating the quality of teamwork-a comparison of novice and expert ratings using the Team Emergency Assessment Measure (TEAM) in simulated emergencies. Scand J Trauma Resusc Emerg Med 2019; 27:12. [PMID: 30736821 PMCID: PMC6368771 DOI: 10.1186/s13049-019-0591-9] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2018] [Accepted: 11/14/2018] [Indexed: 01/01/2023] Open
Abstract
Background Training in teamwork behaviour improves technical resuscitation performance. However, its effect on patient outcome is less clear, partly because teamwork behaviour is difficult to measure. Furthermore, it is unknown who should evaluate it. In clinical practice, experts are obliged to participate in resuscitation efforts and are thus unavailable to assess teamwork quality. Consequently, we sought to determine if raters with little clinical experience and experts provide comparable evaluations of teamwork behaviour. Methods Novice and expert raters judged teamwork behaviour during 6 emergency medicine simulations using the Teamwork Emergency Assessment Measure (TEAM). Ratings of both groups were analysed descriptively and compared with U and t tests. We used a mixed effects model to identify the proportion of variance in TEAM scores attributable to rater status and other sources. Results Twelve raters evaluated 7 teams rotating through 6 cases, for a total of 84 observations. We found no significant difference between expert and novice ratings for 7 of the 11 items of the TEAM or in the sums of all item scores. Novices rated teamwork behaviour higher on 4 items and overall. Rater status accounted for 11.1% of the total variance in scores. Conclusions Experts’ and novices’ ratings were similarly distributed, implying that raters with limited experience can provide reliable data on teamwork behaviour. Novices show a consistent, but slightly more lenient rating behaviour. Clinical studies and real-life teams may thus employ novices using a structured observational tool such as TEAM to inform their performance review and improvement. Electronic supplementary material The online version of this article (10.1186/s13049-019-0591-9) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Julia Freytag
- Simulated Patients Program, Office of the Vice Dean for Teaching and Learning, Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, Charitéplatz 1, 10117, Berlin, Germany
| | - Fabian Stroben
- Lernzentrum, Office of the Vice Dean for Teaching and Learning, Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, Charitéplatz 1, 10117, Berlin, Germany.,AG Progress Test Medizin, Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, Charitéplatz 1, 10117, Berlin, Germany
| | - Wolf E Hautz
- Department of Emergency Medicine, Inselspital, Bern University Hospital, University of Bern, Freiburgstrasse 4, 3010, Bern, Switzerland.,Centre for Health Sciences Education, University of Oslo, Gaustadalléen 30, 0373, Oslo, Norway
| | - Stefan K Schauber
- Centre for Health Sciences Education, University of Oslo, Gaustadalléen 30, 0373, Oslo, Norway
| | - Juliane E Kämmer
- AG Progress Test Medizin, Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, Charitéplatz 1, 10117, Berlin, Germany. .,Center for Adaptive Rationality, Max Planck Institute for Human Development, Lentzeallee 94, 14195, Berlin, Germany.
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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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Javaheri Arasteh A, Najafi Ghezeljeh T, Haghani SH. Effects of Peer-assisted Education on the Knowledge and Performance of Nursing Students in Basic Cardiopulmonary Resuscitation. ACTA ACUST UNITED AC 2018. [DOI: 10.29252/ijn.31.115.6] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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Priftanji D, Cawley MJ, Finn LA, Hollands JM, Morel DW, Siemianowski LA, Bingham AL. Performance and retention of basic life support skills improve with a peer-led training program. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:744-749. [PMID: 30025775 DOI: 10.1016/j.cptl.2018.03.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/12/2017] [Revised: 12/08/2017] [Accepted: 03/02/2018] [Indexed: 05/06/2023]
Abstract
BACKGROUND AND PURPOSE Pharmacy students' performance and retention of Basic Life Support (BLS) skills were evaluated 120 days after completion of a peer-led BLS training program. EDUCATIONAL ACTIVITY AND SETTING This was a single-center, parallel group, observational study. Doctor of pharmacy (PharmD) students in their third professional year completed a peer-led BLS training program (n = 148) and participated in a high-fidelity mannequin simulation activity 120 days later. Students were randomly assigned to rapid response teams (n = 24) of five to six members and the American Heart Association's standardized form for BLS assessment was used to assess BLS skills performance. The performance of skills was compared to that of students two years prior to the implementation of the peer-led BLS program. FINDINGS AND DISCUSSION Students who received peer-led BLS training demonstrated retention of BLS skills 120 days after the BLS training program. The teams also displayed significant improvement of the skills evaluated when compared to student teams prior to implementation of the peer-led training (n = 22). Improvement was demonstrated for assessment of responsiveness (96% vs. 41%, p < 0.001), assessment for breathing (100% vs. 32%, p < 0.001), assessment for pulse (96% vs. 36%, p < 0.001), and administration of appropriate ventilation (100% vs. 32%, p < 0.001). Numerical superiority was exhibited for high-quality cardiopulmonary resuscitation (CPR) initiation by teams who received peer-led training (100% vs. 86%, p = 0.101). SUMMARY Students who received peer-led BLS training demonstrated significant improvement in BLS skills performance and retention 120 days after the training program. Data suggests that peer-led BLS training can improve student BLS skills performance and retention.
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Affiliation(s)
- Dorela Priftanji
- Department of Pharmacy Practice and Pharmacy Administration, Philadelphia College of Pharmacy University of the Sciences, Philadelphia, PA, United States.
| | - Michael J Cawley
- Department of Pharmacy Practice and Pharmacy Administration, Philadelphia College of Pharmacy University of the Sciences, Philadelphia, PA, United States.
| | - Laura A Finn
- Department of Pharmacy Practice and Pharmacy Administration, Philadelphia College of Pharmacy University of the Sciences, Philadelphia, PA, United States.
| | - James M Hollands
- Department of Pharmacy Practice and Pharmacy Administration, Philadelphia College of Pharmacy University of the Sciences, Philadelphia, PA, United States.
| | - Diane W Morel
- Associate Dean for Academic Affairs and Assessment, South College School of Pharmacy, 400 Goody's Lane, Knoxville, TN, United States.
| | - Laura A Siemianowski
- Department of Pharmacy, Hospital of the University of Pennsylvania, 3400 Spruce Street- Ground Rhoads, Philadelphia, PA, United States.
| | - Angela L Bingham
- Department of Pharmacy Practice and Pharmacy Administration, Philadelphia College of Pharmacy University of the Sciences, Philadelphia, PA, United States.
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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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Herrmann-Werner A, Gramer R, Erschens R, Nikendei C, Wosnik A, Griewatz J, Zipfel S, Junne F. Peer-assisted learning (PAL) in undergraduate medical education: An overview. ZEITSCHRIFT FUR EVIDENZ FORTBILDUNG UND QUALITAET IM GESUNDHEITSWESEN 2017; 121:74-81. [PMID: 28545616 DOI: 10.1016/j.zefq.2017.01.001] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2016] [Revised: 11/29/2016] [Accepted: 01/14/2017] [Indexed: 11/26/2022]
Abstract
Peer-assisted learning (PAL) has a long tradition and is nowadays implemented in the curricula of most medical faculties. Besides traditional areas of application like problem-based learning, anatomy, or CPR, more and more departments and institutes have established PAL as part of their everyday teaching. This narrative review provides some background information and basic definitions of PAL. It offers an overview on features and determinants as well as underlying learning theories and developments in PAL. In addition, motives for implementation are highlighted followed by a comparison of advantages and disadvantages. After outlining aspects of quality management including the training of tutors and the evaluation and acceptance of PAL formats, this review concludes with an outlook on how PAL can proceed into the future and where further research is necessary.
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Affiliation(s)
- Anne Herrmann-Werner
- University Hospital Tuebingen, Department of Psychosomatic Medicine and Psychotherapy, Tuebingen, Germany; Medical Faculty Tuebingen, Interdisciplinary Training and Simulation Centre DocLab, Tuebingen, Germany.
| | - Regina Gramer
- Medical Faculty Tuebingen, Interdisciplinary Training and Simulation Centre DocLab, Tuebingen, Germany
| | - Rebecca Erschens
- University Hospital Tuebingen, Department of Psychosomatic Medicine and Psychotherapy, Tuebingen, Germany
| | - Christoph Nikendei
- University of Heidelberg, Department for General Internal Medicine and Psychosomatics, Heidelberg, Germany
| | - Annette Wosnik
- Medical Faculty Tuebingen, Dean's Office for student affairs, Tuebingen, Germany
| | - Jan Griewatz
- University of Tuebingen, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
| | - Stephan Zipfel
- University Hospital Tuebingen, Department of Psychosomatic Medicine and Psychotherapy, Tuebingen, Germany; Medical Faculty Tuebingen, Dean's Office for student affairs, Tuebingen, Germany
| | - Florian Junne
- University Hospital Tuebingen, Department of Psychosomatic Medicine and Psychotherapy, Tuebingen, Germany
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Abstract
Near-peer teaching (NPT) has been shown to be useful in undergraduate and postgraduate medical teaching, but there is sparse knowledge of its applicability in clinical settings, such as the ward round. The current study assessed the suitability of NPT on a consultant ward round and ascertained its advantages and disadvantages as a teaching method in this setting. NPT was trialled on three consecutive consultant ward rounds on a palliative medicine inpatient unit in a cancer centre. Both learner (three junior doctors) and facilitator (one consultant) views were sought via questionnaires and interviews. Data were analysed using thematic content analysis. All participants felt that NPT gave a better educational experience compared with traditional ward rounds. Participants found NPT improved their own teaching ability, was quick and easy to use, and was tailored to the learner. More advantages were cited than disadvantages. Disadvantages were only mentioned by senior doctors and included time off the ward round and lack of teaching for the senior member of the near-peer pair. Thus, NPT could be a useful educational tool to provide differentiated learning in busy clinical settings. However, more research is needed to ensure that it can meet the learning needs of senior trainees.
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Affiliation(s)
- Sarah Frearson
- Michael Sobell House, Mount Vernon Cancer Centre, East and North Hertfordshire NHS Trust, UK
| | - Sue Gale
- East and North Hertfordshire NHS Trust, UK
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Fleming-Nouri A, Crocombe D, Sammaraiee Y. Twelve tips on setting up and running a peer-led medical education society. MEDICAL TEACHER 2016; 38:1199-1203. [PMID: 27559842 DOI: 10.1080/0142159x.2016.1209471] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
Peer-led teaching is an established paradigm with benefits for student teachers, learners and the wider medical community. Students are increasingly taking ownership of such teaching, which has fuelled the creation of new peer-led medical education societies at universities around the UK. Students wishing to undertake such an endeavor must contend with concerns over the quality of peer-led teaching, logistical challenges, lack of senior support and difficulties accessing relevant resources to design and appraise their initiatives. Peer-led medical education societies represent a relatively novel concept, and students may struggle to find practical information on how to approach these challenges. We propose that these obstacles can be overcome by thorough event planning, understanding the role and features of high quality peer-led education in supplementing medical school curricula, maintaining a strong working relationship with local medical faculty, and learning from the wider medical education community.
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Affiliation(s)
- Alex Fleming-Nouri
- a Nuffield Department of Population Health , University of Oxford , Oxford , UK
| | - Dominic Crocombe
- b Newham University Hospital, Barts Health NHS Trust , London , UK
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Olaussen A, Reddy P, Irvine S, Williams B. Peer-assisted learning: time for nomenclature clarification. MEDICAL EDUCATION ONLINE 2016; 21:30974. [PMID: 27415590 PMCID: PMC4944593 DOI: 10.3402/meo.v21.30974] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2016] [Revised: 06/17/2016] [Accepted: 06/19/2016] [Indexed: 05/28/2023]
Abstract
BACKGROUND Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature. Given the increasing interest in PAL as an education philosophy, the terms need clarification. The aim of this review is to 1) describe different PAL programmes, 2) clarify the terminology surrounding PAL, and 3) propose a simple pragmatic way of defining PAL programmes based on their design. METHODS A review of current PAL programmes within the healthcare setting was conducted. Each programme was scrutinised based on two aspects: the relationship between student and teacher, and the student to teacher ratio. The studies were then shown to fit exclusively into the novel proposed classification. RESULTS The 34 programmes found, demonstrate a wide variety in terms used. We established six terms, which exclusively applied to the programmes. The relationship between student and teacher was categorised as peer-to-peer or near-peer. The student to teacher ratio suited three groupings, named intuitively 'Mentoring' (1:1 or 1:2), 'Tutoring' (1:3-10), and 'Didactic' (1:>10). From this, six novel terms - all under the heading of PAL - are suggested: 'Peer Mentoring', 'Peer Tutoring', 'Peer Didactic', 'Near-Peer Mentoring', 'Near-Peer Tutoring', and 'Near-Peer Didactic'. CONCLUSIONS We suggest herein a simple pragmatic terminology to overcome ambiguous terminology. Academically, clear terms will allow effective and efficient research, ensuring furthering of the educational philosophy.
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Affiliation(s)
- Alexander Olaussen
- Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia
- Emergency & Trauma Centre, The Alfred Hospital, Melbourne, Australia
- National Trauma Research Institute, The Alfred Hospital, Melbourne, Australia;
| | - Priya Reddy
- Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia
| | - Susan Irvine
- Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia
| | - Brett Williams
- Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia
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Charlier N, Van Der Stock L, Iserbyt P. Peer-assisted Learning in Cardiopulmonary Resuscitation: The Jigsaw Model. J Emerg Med 2016; 50:67-73. [DOI: 10.1016/j.jemermed.2015.04.002] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2014] [Revised: 03/27/2015] [Accepted: 04/07/2015] [Indexed: 10/23/2022]
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Choi HS, Lee DH, Kim CW, Kim SE, Oh JH. Peer-assisted learning to train high-school students to perform basic life-support. World J Emerg Med 2015; 6:186-90. [PMID: 26401178 DOI: 10.5847/wjem.j.1920-8642.2015.03.004] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2015] [Accepted: 07/11/2015] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND The inclusion of cardiopulmonary resuscitation (CPR) in formal education has been a useful approach to providing basic life support (BLS) services. However, because not all students have been able to learn directly from certified instructors, we studied the educational efficacy of the use of peer-assisted learning (PAL) to train high-school students to perform BLS services. METHODS This study consisted of 187 high-school students: 68 participants served as a control group and received a 1-hour BLS training from a school nurse, and 119 were included in a PAL group and received a 1-hour CPR training from a PAL leader. Participants' BLS training was preceded by the completion of questionnaires regarding their background. Three months after the training, the participants were asked to respond to questionnaires about their willingness to perform CPR on bystander CPR and their retention of knowledge of BLS. RESULTS We found no statistically significant difference between the control and PAL groups in their willingness to perform CPR on bystanders (control: 55.2%, PAL: 64.7%, P=0.202). The PAL group was not significantly different from the control group (control: 60.78±39.77, PAL: 61.76±17.80, P=0.848) in retention of knowledge about BLS services. CONCLUSION In educating high school students about BLS, there was no significant difference between PAL and traditional education in increasing the willingness to provide CPR to bystanders or the ability to retain knowledge about BLS.
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Affiliation(s)
- Hyung Soo Choi
- Emergnecy Medicine Department, Chung-Ang University Hospital, 102, Heukseok-ro, Dongjak-gu, Seoul 156-755, Republic of Korea
| | - Dong Hoon Lee
- Emergnecy Medicine Department, Chung-Ang University Hospital, 102, Heukseok-ro, Dongjak-gu, Seoul 156-755, Republic of Korea
| | - Chan Woong Kim
- Emergnecy Medicine Department, Chung-Ang University Hospital, 102, Heukseok-ro, Dongjak-gu, Seoul 156-755, Republic of Korea
| | - Sung Eun Kim
- Emergnecy Medicine Department, Chung-Ang University Hospital, 102, Heukseok-ro, Dongjak-gu, Seoul 156-755, Republic of Korea
| | - Je Hyeok Oh
- Emergnecy Medicine Department, Chung-Ang University Hospital, 102, Heukseok-ro, Dongjak-gu, Seoul 156-755, Republic of Korea
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Hall S, Stephens J, Andrade T, Davids J, Powell M, Border S. Perceptions of junior doctors and undergraduate medical students as anatomy teachers: Investigating distance along the near-peer teaching spectrum. ANATOMICAL SCIENCES EDUCATION 2014; 7:242-7. [PMID: 24170449 DOI: 10.1002/ase.1419] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2013] [Revised: 09/08/2013] [Accepted: 10/07/2013] [Indexed: 05/25/2023]
Abstract
Near-peer teaching involves more experienced students acting as tutors and has been widely used in anatomy education. This approach has many advantages for the learner due to the social and cognitive congruence they share with the teacher, however, the influence of distance between the teacher and learner on these congruences has yet to be explored. The aim of this study was to compare the attitudes and perceptions of the student learner towards neuroanatomy review sessions taught by either a senior medical student or a junior doctor. The students were randomly assigned to an allocated tutor. All tutors used standardized material and had access to identical resources. The type of allocated tutor was swapped between the two teaching sessions and 99 student feedback forms were collected in total. The rating for the overall quality of the teaching session was not significantly different between the junior doctors and senior medical students (P = 0.11). However, criteria closely relating to social and cognitive congruence such as "enjoyment of the session," "delivery of the teaching," and "was it a good use of time" were all rated significantly higher for the senior medical students (P < 0.05). The results of this study suggest that small increases in distance along the near-peer teaching spectrum have an impact upon the student's perception of their learning experience. While all teachers were suitable role models it appears that junior doctors are too far removed from their own undergraduate experiences to share congruences with pre-clinical medical students.
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Affiliation(s)
- Samuel Hall
- Faculty of Medicine, University of Southampton, Southampton, United Kingdom
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Acquisition of suture skills during medical graduation by instructor-directed training: a randomized controlled study comparing senior medical students and faculty surgeons. Updates Surg 2013; 65:131-40. [PMID: 23404432 DOI: 10.1007/s13304-013-0199-y] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2012] [Accepted: 01/16/2013] [Indexed: 02/08/2023]
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Nelson AJ, Nelson SV, Linn AMJ, Raw LE, Kildea HB, Tonkin AL. Tomorrow's educators … today? Implementing near-peer teaching for medical students. MEDICAL TEACHER 2013; 35:156-9. [PMID: 23228108 DOI: 10.3109/0142159x.2012.737961] [Citation(s) in RCA: 90] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
BACKGROUND The University of Adelaide offers a six-year undergraduate medical degree with a focus on small group learning. Senior medical students had previously received limited formal training in education skills, and were identified as an underutilised teaching resource. AIMS To devise a programme in which senior students are exposed to the various facets of university teaching responsibilities and to evaluate its impact on both the tutors and the students. METHODS A six week rotation in medical education for final year medical students was designed and implemented in 2010 to involve them in the development, delivery and assessment of the 1st and 2nd year medical programme as near-peer tutors (NPTs). RESULTS Two years after the rotation's implementation, voluntary evaluation of both the junior students and NPTs was undertaken through a mixed methods approach of survey and focus group. Junior students (n=358) revealed the NPTs provided non-threatening learning environments, provided helpful feedback and acted as role models. Additionally, the NPTs (n=24) reported they had consolidated prior knowledge, developed their teaching skills and expressed a desire to be more involved in teaching in the future. CONCLUSIONS The implementation of NPTs in the teaching of junior medical students appears to benefit both students and their near-peer colleagues. Involvement of NPTs in all facets of medical education through this rotation stands to not only foster potential interest in an academic pathway but also equip them with a variety of transferable skills which they can draw on as future educators in their profession.
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Affiliation(s)
- Adam J Nelson
- University of Adelaide, Faculty of Health Sciences, Adelaide, South Australia, Australia.
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Harvey PR, Higenbottam CV, Owen A, Hulme J, Bion JF. Peer-led training and assessment in basic life support for healthcare students: synthesis of literature review and fifteen years practical experience. Resuscitation 2012; 83:894-9. [PMID: 22285723 DOI: 10.1016/j.resuscitation.2012.01.013] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2011] [Revised: 12/17/2011] [Accepted: 01/15/2012] [Indexed: 10/14/2022]
Abstract
BACKGROUND In 1995, the University of Birmingham, UK, School of Medicine and Dentistry replaced lecture-based basic life support (BLS) teaching with a peer-led, practical programme. We present our 15-yr experience of peer-led healthcare undergraduate training and examination with a literature review. METHODS A literature review of healthcare undergraduate peer-led practical skills teaching was performed though Pubmed. The development of the Birmingham course is described, from its inception in 1995-2011. Training methods include peer-led training and assessment by senior students who complete an European Resuscitation Council-endorsed instructor course. Student assessors additionally undergo training in assessment and communication skills. The course has been developed by parallel research evaluation and peer-reviewed publication. Course administration is by an experienced student committee with senior clinician support. Anonymous feedback from the most recent courses and the current annual pass rates are reported. RESULTS The literature review identified 369 publications of which 28 met our criteria for inclusion. Largely descriptive, these are highly positive about peer involvement in practical skills teaching using similar, albeit smaller, courses to that described below. Currently approximately 600 first year healthcare undergraduates complete the Birmingham course; participant numbers increase annually. Successful completion is mandatory for students to proceed to the second year of studies. First attempt pass rate is 86%, and close to 100% (565/566 students, 99.8%) following re-assessment the same day. 97% of participants enjoyed the course, 99% preferred peer-tutors to clinicians, 99% perceived teaching quality as "good" or "excellent", and felt they had sufficient practice. Course organisation was rated "good" or "excellent" by 91%. Each year 3-4 student projects have been published or presented internationally. The annual cost of providing the course is currently £15,594.70 (Eur 18,410), or approximately £26 (Eur 30) per student. CONCLUSIONS This large scale, peer-led BLS course demonstrates that such programmes can have excellent outcomes with outstanding participant satisfaction. Peer-tutors and assessors are competent, more available and less costly than clinical staff. Student instructors develop skills in teaching, assessment and appraisal, organisation and research. Sustainability is possible given succession-planning and consistent leadership.
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Affiliation(s)
- P R Harvey
- Sandwell and West Birmingham Hospitals NHS Trust, Dudley Road, Birmingham, UK
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Graziano SC. Randomized surgical training for medical students: resident versus peer-led teaching. Am J Obstet Gynecol 2011; 204:542.e1-4. [PMID: 21411056 DOI: 10.1016/j.ajog.2011.01.038] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2010] [Revised: 12/17/2011] [Accepted: 01/18/2011] [Indexed: 11/15/2022]
Abstract
OBJECTIVE Medical students spend significant portions of their time in the operating room, with many learning skills through trial and error. Peer-assisted learning is a useful teaching and learning method. Our hypothesis is that students will perform basic skills in the operating room environment more often when taught by their peers. STUDY DESIGN Sixty third-year medical students participated in an operating room introduction course. Learners were randomized into 2 cohorts: 1 led by obstetrics and gynecology residents, 1 led by fourth-year medical students. Assessment was performed using an objective, structured clinical exercise. RESULTS Peer-assisted learners performed more steps correctly during the objective exercise compared with resident-assisted learners (16.1 vs 14.4 of 22 total steps assessed, P < .01). CONCLUSION Peer-assisted learning may be a useful teaching method for simulation training. Third-year medical students may benefit from this low threat and informal environment.
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Affiliation(s)
- Scott C Graziano
- Department of Obstetrics and Gynecology, Loyola University Medical Center, Maywood, 60153, USA.
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Rashid MS, Sobowale O, Gore D. A near-peer teaching program designed, developed and delivered exclusively by recent medical graduates for final year medical students sitting the final objective structured clinical examination (OSCE). BMC MEDICAL EDUCATION 2011; 11:11. [PMID: 21414226 PMCID: PMC3071338 DOI: 10.1186/1472-6920-11-11] [Citation(s) in RCA: 70] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2010] [Accepted: 03/17/2011] [Indexed: 05/10/2023]
Abstract
BACKGROUND The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured teaching program to final year medical students, evaluate the efficacy of teaching given by junior doctors and review the pertinent literature. METHODS We developed a revision package for final year medical students sitting the Objective Structured Clinical Examination (OSCE). The package was created and delivered exclusively by recent medical graduates and consisted of lectures and small group seminars covering the core areas of medicine and surgery, with a focus on specific OSCE station examples. Students were asked to complete a feedback questionnaire during and immediately after the program. RESULTS One hundred and eighteen completed feedback questionnaires were analysed. All participants stated that the content covered was relevant to their revision. 73.2% stated that junior doctors delivered teaching that is comparable to that of consultant - led teaching. 97.9% stated the revision course had a positive influence on their learning. CONCLUSIONS Our study showed that recent medical graduates are able to create and deliver a structured, formal revision program and provide a unique perspective to exam preparation that was very well received by our student cohort. The role of junior doctors teaching medical students in a formal structured environment is very valuable and should be encouraged.
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Affiliation(s)
- Mustafa S Rashid
- Stockport NHS Foundation Trust, Poplar Grove, Stockport, Cheshire, UK
| | | | - David Gore
- University Hospitals of Morecambe Bay NHS Foundation Trust, Lancaster, UK
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Bjørshol CA, Myklebust H, Nilsen KL, Hoff T, Bjørkli C, Illguth E, Søreide E, Sunde K. Effect of socioemotional stress on the quality of cardiopulmonary resuscitation during advanced life support in a randomized manikin study*. Crit Care Med 2011; 39:300-4. [DOI: 10.1097/ccm.0b013e3181ffe100] [Citation(s) in RCA: 43] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
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Yu TC, Wilson NC, Singh PP, Lemanu DP, Hawken SJ, Hill AG. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2011; 2:157-72. [PMID: 23745087 PMCID: PMC3661256 DOI: 10.2147/amep.s14383] [Citation(s) in RCA: 143] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
INTRODUCTION International interest in peer-teaching and peer-assisted learning (PAL) during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice. OBJECTIVE To summarize and critically appraise evidence presented on peer-teaching effectiveness and its impact on objective learning outcomes of medical students. METHOD A literature search was conducted in four electronic databases. Titles and abstracts were screened and selection was based on strict eligibility criteria after examining full-texts. Two reviewers used a standard review and analysis framework to independently extract data from each study. Discrepancies in opinions were resolved by discussion in consultation with other reviewers. Adapted models of "Kirkpatrick's Levels of Learning" were used to grade the impact size of study outcomes. RESULTS From 127 potential titles, 41 were obtained as full-texts, and 19 selected after close examination and group deliberation. Fifteen studies focused on student-learner outcomes and four on student-teacher learning outcomes. Ten studies utilized randomized allocation and the majority of study participants were self-selected volunteers. Written examinations and observed clinical evaluations were common study outcome assessments. Eleven studies provided student-teachers with formal teacher training. Overall, results suggest that peer-teaching, in highly selective contexts, achieves short-term learner outcomes that are comparable with those produced by faculty-based teaching. Furthermore, peer-teaching has beneficial effects on student-teacher learning outcomes. CONCLUSIONS Peer-teaching in undergraduate medical programs is comparable to conventional teaching when utilized in selected contexts. There is evidence to suggest that participating student-teachers benefit academically and professionally. Long-term effects of peer-teaching during medical school remain poorly understood and future research should aim to address this.
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Affiliation(s)
- Tzu-Chieh Yu
- South Auckland Clinical School, University of Auckland, Auckland, New Zealand
- Correspondence: Tzu-Chieh Yu, South Auckland Clinical School, University of Auckland, Middlemore Hospital, Private Bag 93311, Otahuhu Auckland 1640, New Zealand, Tel +64 9 276 0076, Fax +64 9 276 0066, Email
| | - Nichola C Wilson
- Department of Surgery, University of Auckland, Auckland, New Zealand
| | - Primal P Singh
- South Auckland Clinical School, University of Auckland, Auckland, New Zealand
| | - Daniel P Lemanu
- South Auckland Clinical School, University of Auckland, Auckland, New Zealand
| | - Susan J Hawken
- Department of Psychological Medicine, University of Auckland, Auckland, New Zealand
| | - Andrew G Hill
- South Auckland Clinical School, University of Auckland, Auckland, New Zealand
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Gregory A, Walker I, McLaughlin K, Peets AD. Both preparing to teach and teaching positively impact learning outcomes for peer teachers. MEDICAL TEACHER 2011; 33:e417-22. [PMID: 21774637 DOI: 10.3109/0142159x.2011.586747] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
BACKGROUND We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. AIM To evaluate the independent contributions of both preparing to teach and teaching to the learning of peer teachers in medical education. METHOD In total, 17 third-year medical students prepared to teach second-year students Advanced Cardiac Life Support algorithms and electrocardiogram (ECG) interpretation. Immediately prior to teaching they were randomly allocated to not teach, to teach algorithms, or to teach ECG. Peer teachers were tested on both topics prior to preparation, immediately after teaching and 60 days later. RESULTS Compared to baseline, peer teachers' mean examination scores (±SD) demonstrated the greatest gains for content areas they prepared for and then taught (43.0% (13.9) vs. 66.3% (8.8), p < 0.001, d = 2.1), with gains persisting to 60 days (45.1% (13.9) vs. 61.8% (13.9), p < 0.01, d = 1.3). For content they prepared to teach but did not teach, less dramatic gains were evident (43.6% (8.3) vs. 54.7% (9.4), p < 0.001, d = 1.3), but did persist for 60 days (42.6% (8.1) vs. 53.2% (14.5), p < 0.05, d = 1.3). Increase in test scores attributable to the act of teaching were greater than those for preparation (23.3% (10.9) vs. 8% (9.6), p < 0.001, d = 1.6), but the difference was not significant 60 days later (16.7% (14.4) vs. 10.2% (16.9), p = 0.4). CONCLUSION Our results suggest preparing to teach and actively teaching may have independent positive effects on peer teacher learning outcomes.
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Affiliation(s)
- Alexander Gregory
- Department of Anesthesia, University of Calgary, Room C229, Foothills Medical Centre, 1403 29 ST NW, Calgary AB T2N 2T9, Canada.
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Fujiwara T, Nishimura M, Honda R, Nishiyama T, Nomoto M, Kobayashi N, Ikeda M. Comparison of peer-led versus professional-led training in basic life support for medical students. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2011; 2:187-91. [PMID: 23745089 PMCID: PMC3661254 DOI: 10.2147/amep.s22948] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
BACKGROUND The effect of peer-led training in basic life support (BLS) in the education of medical students has not been assessed. SUBJECTS AND METHODS This study was a randomized controlled trial with a blinded outcome assessor. A total of 74 fourth-year medical students at Ehime University School of Medicine, Japan were randomly assigned to BLS training conducted by either a senior medical student (peer-led group) or a health professional (professional-led group). The primary outcome measure was the percentage of chest compressions with adequate depth (38-51 mm) by means of a training mannequin evaluated 20 weeks after BLS training. Secondary outcome measures were compression depth, compression rate, proportion of participants who could ensure adequate compression depth (38-51 mm) and adequate compression rate (90-110/minute), and retention of BLS knowledge as assessed by 22-point questionnaire. RESULTS Percentage chest compressions with adequate depth (mean ± SD) was 54.5% ± 31.8% in the peer-led group and 52.4% ± 35.6% in the professional-led group. The 95% confidence interval (CI) of difference of the means was -18.7% to 22.8%. The proportion of participants who could ensure an adequate mean compression rate was 17/23 (73.9%) in the peer-led group but only 8/22 (36.4%) in the professional-led group (P = 0.011). On the 22-point questionnaire administered 20 weeks after training, the peer-led group scored 17.2 ± 2.3 whereas the professional-led group scored 17.8 ± 2.0. The 95% CI of difference of the means was -1.72 to 0.57. CONCLUSION Peer-led training in BLS by medical students is feasible and as effective as health professional-led training.
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Affiliation(s)
- Takashi Fujiwara
- Division of Educational Training, Kurashiki Central Hospital, Kurashiki, Japan
| | - Mai Nishimura
- Sixth-year medical student, Ehime University School of Medicine, Ehime, Japan
| | - Ryoko Honda
- Department of Anaesthesiology and Resuscitology, Ehime University School of Medicine, Ehime, Japan
| | - Takashi Nishiyama
- Department of Emergency Medicine, Ehime University School of Medicine, Ehime, Japan
| | - Masahiro Nomoto
- Department of Therapeutics, Ehime University School of Medicine, Ehime, Japan
| | - Naoto Kobayashi
- Medical Education Center, Ehime University School of Medicine, Ehime, Japan
| | - Masayuki Ikeda
- Graduate School of Biomedical Sciences, Nagasaki University School of Medicine, Nagasaki, Japan
- Correspondence: Masayuki Ikeda, Graduate School of Biomedical Sciences, Nagasaki University School of Medicine, Sakamoto 1-12-4, Nagasaki 852-8523, Japan, Tel +81-95-819-7045, Fax +81-95-819-7048, Email
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