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Tran M, Dyre L, Witt B, Elshaigi O, Madura G, Vasilev D, Whitney M, Klanderman M, Shah A. Medical Students as Teachers: A Student-Led Course in Developing Teaching Skills. MEDICAL SCIENCE EDUCATOR 2024; 34:759-764. [PMID: 39099849 PMCID: PMC11296998 DOI: 10.1007/s40670-024-02055-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/23/2024] [Indexed: 08/06/2024]
Abstract
Students as Teachers is a 7-month student-led elective that equips first- and second-year medical students with teaching skills. Pre- and post-course surveys measured participants' knowledge and confidence level in the course's learning objectives such as creating lesson plans, engaging learners, and assessing understanding. Eleven students participated in the course and 10 students completed the pre- and post-course surveys. Upon completion of the course, there was a statistically significant increase in students' self-reported competencies. This series of workshops thus improved learners' confidence with teaching skills and helped identify how they could improve as physician educators.
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Affiliation(s)
- Meagan Tran
- Mayo Clinic Alix School of Medicine, Scottsdale, AZ USA
| | - Lillian Dyre
- Mayo Clinic Alix School of Medicine, Scottsdale, AZ USA
| | - Bryan Witt
- Mayo Clinic Alix School of Medicine, Scottsdale, AZ USA
| | - Omer Elshaigi
- Mayo Clinic Alix School of Medicine, Scottsdale, AZ USA
| | - Grace Madura
- Mayo Clinic Alix School of Medicine, Scottsdale, AZ USA
| | | | | | - Molly Klanderman
- Department of Quantitative Health Sciences, Mayo Clinic Arizona, Scottsdale, AZ USA
| | - Amit Shah
- Mayo Clinic Alix School of Medicine, Scottsdale, AZ USA
- Department of Internal Medicine, Mayo Clinic Arizona, Scottsdale, AZ USA
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Dirmeier M, Schick K, Lindemann K, Bethenod L, Wijnen-Meijer M. Development and Implementation of a Peer-Teaching Curriculum for Student Assistants. MEDICAL SCIENCE EDUCATOR 2024; 34:737-739. [PMID: 39099857 PMCID: PMC11297218 DOI: 10.1007/s40670-024-02050-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/15/2024] [Indexed: 08/06/2024]
Abstract
We have developed a peer-teaching program for student assistants involved in medical education. The offer comprises (1) an inventory of potentially relevant courses offered by other institutions at our university and (2) our own peer-teaching curriculum on pedagogy and teaching methodology. We describe a pilot scheme to implement the curriculum.
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Affiliation(s)
- Meike Dirmeier
- Technical University of Munich, TUM School of Medicine & Health, Student Office, Munich, Germany
| | - Kristina Schick
- Technical University of Munich, TUM School of Medicine & Health, Department Clinical Medicine, TUM Medical Education Center, Munich, Germany, Munich, Germany
- Institute of Medical Education, Medical Faculty and University Hospital Carl Gustav Carus, TUD Dresden University of Technology, Dresden, Germany
| | - Kathleen Lindemann
- Technical University of Munich, TUM School of Medicine & Health, Student Office, Munich, Germany
| | - Larissa Bethenod
- Technical University of Munich, TUM School of Medicine & Health, Department Clinical Medicine, TUM Medical Education Center, Munich, Germany, Munich, Germany
| | - Marjo Wijnen-Meijer
- Institute of Medical Education, Medical Faculty and University Hospital Carl Gustav Carus, TUD Dresden University of Technology, Dresden, Germany
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Harris BHL, Harris SRL, Walsh JL, Pereira C, Black SM, Allott VES, Handa A, Thampy H. Twelve tips for designing and implementing peer-led assessment writing schemes in health professions education. MEDICAL TEACHER 2024; 46:1027-1034. [PMID: 38277134 DOI: 10.1080/0142159x.2023.2298755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2023] [Accepted: 12/20/2023] [Indexed: 01/27/2024]
Abstract
Peer-led assessment (PLA) has gained increasing prominence within health professions education as an effective means of engaging learners in the process of assessment writing and practice. Involving students in various stages of the assessment lifecycle, including item writing, quality assurance, and feedback, not only facilitates the creation of high-quality item banks with minimal faculty input but also promotes the development of students' assessment literacy and fosters their growth as teachers. The advantages of involving students in the generation of assessments are evident from a pedagogical standpoint, benefiting both students and faculty. However, faculty members may face uncertainty when it comes to implementing such approaches effectively. To address this concern, this paper presents twelve tips that offer guidance on important considerations for the successful implementation of peer-led assessment schemes in the context of health professions education.
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Affiliation(s)
| | - Samuel R L Harris
- Department of Oncology, University of Oxford, Oxford, United Kingdom
| | - Jason L Walsh
- Department of Cardiology, Royal Brompton and Harefield Hospitals NHS Trust, London, United Kingdom
- Medical Sciences Division, University of Oxford, Oxford, United Kingdom
| | - Christopher Pereira
- Cutrale Perioperative and Ageing Group, Department of Bioengineering, Imperial College London, London, United Kingdom
| | - Susannah M Black
- Medical Sciences Division, University of Oxford, Oxford, United Kingdom
| | | | - Ashok Handa
- Nuffield Department of Surgical Sciences, University of Oxford, Oxford, United Kingdom
| | - Harish Thampy
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, United Kingdom
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Noramly S, Waggoner-Fountain L, Keeley M, Barry D. A Comprehensive Students-as-Teachers Program: Developing and Empowering Future Medical Educators. MEDICAL SCIENCE EDUCATOR 2024; 34:777-781. [PMID: 39099864 PMCID: PMC11297005 DOI: 10.1007/s40670-024-02062-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/30/2024] [Indexed: 08/06/2024]
Abstract
We describe the development of two formats of a Students as Teachers (SaT) program that was designed to train fourth-year medical students as near-peer teachers in the pre-clinical classroom. This program has served 191 students since its inception in 2017 through a 2-week credit bearing elective or an evening workshop series. We describe key elements of the courses and positive outcomes of our program within a learning communities' framework. We present these data for other institutions interested in creating their own SaT program.
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Affiliation(s)
- Selina Noramly
- University of Virginia School of Medicine, Charlottesville, VA USA
| | | | - Meg Keeley
- University of Virginia School of Medicine, Charlottesville, VA USA
| | - Deborah Barry
- University of Virginia School of Medicine, Charlottesville, VA USA
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Scaramelli E, Roletto A, Bonfitto GR, Fasulo SV, Catania D. How to run successful tutor-training programs for radiographers: A systematic review and considerations for future perspectives. J Med Imaging Radiat Sci 2024; 55:320-329. [PMID: 38368143 DOI: 10.1016/j.jmir.2024.01.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2023] [Revised: 01/12/2024] [Accepted: 01/25/2024] [Indexed: 02/19/2024]
Abstract
INTRODUCTION Healthcare professions differ from each other, therefore need different approaches in teaching clinical practices. While teaching and learning designs for medical students are widely present on databases, few information is available for radiographers. The aim of this research is to define tools and knowledge needed to develop successful tutor-training programs that can be cross-cutting and inter-disciplinary for radiography profession, taking inspiration from other healthcare professions' programs since the paucity of evidence for radiographers. METHODS A systematic review (PubMed/Embase) was performed according to the PRISMA checklist. Original articles on learning environment related to healthcare practitioners were included. Inclusion criteria comprehended articles covering design and frameworks of peer-assisted-learning (PAL) programs and training-the-trainer (TTT) curricula, skills required to become tutors, tips to install successful tutor-training programs along with benefits for tutors involved. From 1618 retrieved articles, after two selection rounds, 15 articles met the inclusion criteria. RESULTS Out of the 15 articles, none is addressed to radiographers and only 7 % (1/15) to other healthcare professions, opposed to the 93 % (14/15) addressed to medical students. All articles discuss feedback providing, 66 % (10/15) debates which the best behaviour to maintain towards students is to maximize learning, and 46 % (7/15) inform about the importance of briefing and de-briefing activities. An identical percentage (46 %, 7/15) underlines the advantages of tutoring experiences. 11 articles (73 %) enhance that tutors aren't adequately trained to carry out tutoring activities. DISCUSSION Through curricula designed on TTT and PAL programs, radiographers are provided with necessary teachings and frameworks to set up effective training paths. Few institutes promote educational tutor-training courses, even though these are beneficial both for tutors and students, consolidating professionals' knowledge and maximizing students' practical skills. CONCLUSION Offering tutor-training curricula contributes to the development of radiographers as teachers, providing them with guiding principles to improve their formative skills towards future colleagues, therefore optimizing efficacy and effectiveness of programs.
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Affiliation(s)
- Elena Scaramelli
- IRCCS Ospedale San Raffaele, Via Olgettina 60, 20132 Milano, Italy
| | - Andrea Roletto
- IRCCS Ospedale San Raffaele, Via Olgettina 60, 20132 Milano, Italy; Department of Mechanical and Industrial Engineering, Università degli Studi di Brescia, Via Branze 38, 25123 Brescia, Italy.
| | - Giuseppe Roberto Bonfitto
- IRCCS Ospedale San Raffaele, Via Olgettina 60, 20132 Milano, Italy; Department of Information Engineering, Università degli Studi di Brescia, Via Branze 38, 25123 Brescia, Italy
| | | | - Diego Catania
- IRCCS Ospedale San Raffaele, Via Olgettina 60, 20132 Milano, Italy; Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Ireland
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Geyer PK, Hoffmann DS, Barr JY, Widmayer HA, Blaumueller CM. Granting access: Development of a formal course to demystify and promote predoctoral fellowship applications for graduate students. PLoS One 2024; 19:e0301480. [PMID: 38669240 PMCID: PMC11051599 DOI: 10.1371/journal.pone.0301480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2023] [Accepted: 03/16/2024] [Indexed: 04/28/2024] Open
Abstract
Strong scientific writing skills are the foundation of a successful research career and require training and practice. Although these skills are critical for completing a PhD, most students receive little formal writing instruction prior to joining a graduate program. In 2015, the University of Iowa Medical Scientist Training Program (MSTP) addressed this issue by developing the scientific writing course Grant Writing Basics (GWB). Here we describe the structure of this course and its effectiveness. GWB is an interactive, workshop-based course that uses a National Institutes of Health (NIH) F30 predoctoral fellowship proposal as a platform for building writing expertise. GWB incorporates established pedagogical principles of adult learning, including flipped classrooms, peer teaching, and reiterative evaluation. Time spent in class centers on active student analysis of previously submitted fellowship applications, discussion of writing resources, active writing, facilitated small group discussion of critiques of student writing samples, revision, and a discussion with a panel of experienced study section members and a student who completed a fellowship submission. Outcomes of GWB include a substantial increase in the number of applications submitted and fellowships awarded. Rigorous evaluation provides evidence that learning objectives were met and that students gained confidence in both their scientific writing skills and their ability to give constructive feedback. Our findings show that investment in formal training in written scientific communication provides a foundation for good writing habits, and the knowledge and skills needed to succeed in this vital aspect of a scientific research career. Furthermore, they highlight that evaluation is valuable in guiding course evolution. Strategies embedded in GWB can be adapted for use in any graduate program to advance scientific writing skills among its trainees.
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Affiliation(s)
- Pamela K. Geyer
- Department of Biochemistry and Molecular Biology, University of Iowa, Iowa City, Iowa, United States of America
- Medical Scientist Training Program, University of Iowa, Iowa City, Iowa, United States of America
| | - Darren S. Hoffmann
- Medical Scientist Training Program, University of Iowa, Iowa City, Iowa, United States of America
- Department of Anatomy and Cell Biology, University of Iowa, Iowa City, Iowa, United States of America
| | - Jennifer Y. Barr
- Scientific Editing and Research Communication Core, Carver College of Medicine, University of Iowa, Iowa City, Iowa, United States of America
| | - Heather A. Widmayer
- Scientific Editing and Research Communication Core, Carver College of Medicine, University of Iowa, Iowa City, Iowa, United States of America
| | - Christine M. Blaumueller
- Scientific Editing and Research Communication Core, Carver College of Medicine, University of Iowa, Iowa City, Iowa, United States of America
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Ter Brugge BP, Fegg LS, Wijnen-Meijer M. Preparing medical students for their educational task as physicians: important, desirable and unexplored territory. BMC MEDICAL EDUCATION 2024; 24:391. [PMID: 38594694 PMCID: PMC11005251 DOI: 10.1186/s12909-024-05328-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 03/19/2024] [Indexed: 04/11/2024]
Abstract
BACKGROUND Physicians engage in educational activities in daily practice and take over an important role in providing information and transferring knowledge to patients and medical students. Therefore, it is important to focus on methods to develop teaching skills during medical school. Peer-teaching is a teaching method that is connected to different positive learning outcomes. This study aims to investigate the perspective of medical students regarding teaching as a core competency of physicians and peer-teaching as an opportunity to acquire educational skills. The study also aims to examine to what extent medical students are prepared for their teaching role at medical schools. METHODS This cross-sectional study was performed by an online survey amongst Dutch medical students from all medical schools across all years of study. In total, 2666 medical students filled out the survey. The survey was part of the annual online survey of the Dutch medical advocacy group (DeGeneeskundestudent) amongst all medical students in the fall of 2017. The data were analysed with descriptive statistics and statistical tests (chi-squared-test and binomial test). RESULTS The results show that 49% of medical students see teaching as one of the core tasks of a physician. However, only 25% feel well prepared by their medical school for this teaching role. Instead, there are many students who gain experiences and teaching skills on their own outside medical schools. 64% of the respondents agrees that senior medical students can educate junior medical students well. CONCLUSIONS Implementing peer-teaching in the curricular of medical schools could be an effective teaching method to prepare medical students for their future teaching role. It is important that medical schools focus on enhancing educational quality and designing learning environments for best learning outcomes to better prepare medical students for professional life.
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Affiliation(s)
| | - Lena Sophia Fegg
- School of Medicine and Health, Technical University of Munich, TUM Medical Education Center, Munich, Germany
| | - Marjo Wijnen-Meijer
- School of Medicine and Health, Technical University of Munich, TUM Medical Education Center, Munich, Germany.
- Institute of Medical Education, Medical Faculty and University Hospital Carl Gustav Carus, TUD Dresden University of Technology, Fetscherstraße 74, 01307, Dresden, Germany.
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Lu V, Kumar K. The hidden curriculum of peer teaching in developing a professional identity: Perspectives of medical students and junior doctors. CLINICAL TEACHER 2024; 21:e13680. [PMID: 37918955 DOI: 10.1111/tct.13680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 09/21/2023] [Indexed: 11/04/2023]
Abstract
INTRODUCTION Peer teaching has been utilised in the field of medical education to support learning of the curriculum in both pre-clinical and clinical contexts. The literature has shown that there is a hidden curriculum unique to peer teaching, but little is known about this from the peer learner perspective. This study explored the hidden curriculum of peer teaching and from the perspective of medical students and junior doctors. METHODS Data was collected via one-on-one interviews with 10 participants including junior doctors and medical students (n = 10). The interviews were transcribed, and thematic analysis was used to interpret the data. RESULTS Five themes were identified in relation to the hidden curriculum of peer teaching-specifically, learning how to be a professional; be a better learner; to care for self and others; to navigate career pathways; and to become a future teacher. CONCLUSION Peer teaching is a powerful resource for professional identity development in medicine and can be better leveraged to deliver on this potential.
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Affiliation(s)
- Victoria Lu
- College of Medicine and Public Health, Flinders University, Adelaide, South Australia, Australia
| | - Koshila Kumar
- College of Medicine and Public Health, Flinders University, Adelaide, South Australia, Australia
- Division of Learning and Teaching, Charles Sturt University, Bathurst, New South Wales, Australia
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Saba K, Jiang B, Yasin R, Hoyle JC. The Daily Fact Pile: Exploring Mutual Microlearning in Neurology Resident Education. TEACHING AND LEARNING IN MEDICINE 2024:1-12. [PMID: 38470305 DOI: 10.1080/10401334.2024.2326477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Accepted: 02/18/2024] [Indexed: 03/13/2024]
Abstract
Problem: A significant proportion of learning during residency takes place through informal channels. Spontaneous collaboration among medical learners significantly contributes to this informal learning and is increasingly recognized as a component of the hidden curriculum in medical education. Yet historically, a disproportionate emphasis in medical education has been placed on didactic, structured, and faculty-initiated methods, leaving an important force in medical education understudied and underutilized. We hypothesize that there is significant educational potential in studying and deploying targeted tools to facilitate collaboration among medical learners. Intervention: At our institution, neurology residents implemented the "Daily Fact Pile" (DFP), a resident-led, email-based collaboration that served as a platform to share clinical pearls in an informal, digital way. Participation was voluntary and participants were encouraged to share facts that were new to them and thought to be clinically relevant. Motivated by the positive collective experience, we conducted a retrospective examination of this phenomenon. In this context, we developed the concept of "mutual microlearning" to characterize this efficient, multidirectional exchange of information. Context: Thirty-six residents in a single neurology residency program utilized the DFP at a large university hospital in the USA between 2018 and 2019. After 21 months of spontaneous and voluntary participation, we assessed the feasibility of the DFP, its impact on the education and morale of neurology residents, and compared its mutual microlearning approach to traditional lectures. This was done through a survey of the DFP participants with a response rate of 80.7%, and analysis of the statistics of participation and interaction with the DFP. Impact: Most participants felt that the DFP was beneficial to their education and thought they often or always learned something new from reading the DFP. The impact of the DFP extended beyond education by improving interest in neurology, morale, and sense of teamwork. The DFP was feasible during neurology residency and participation was high, though participants were more likely to read facts than share them. Lessons learned: Mutual microlearning represents an opportunity to augment residents' education, and well-designed mutual microlearning tools hold promise for complementing traditional teaching methods. We learned that efficiency, ease of use, and a supportive, non-judgmental environment are all essential to the success of such tools. Future research should delve deeper into the underlying mechanisms of mutual microlearning to establish its position within the theoretical frameworks of medical education.
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Affiliation(s)
- Kasser Saba
- Department of Neurology, The Ohio State University, Columbus, OH, USA
| | - Benjamin Jiang
- Department of Neurology, The Ohio State University, Columbus, OH, USA
| | - Rabia Yasin
- Department of Neurology, The Ohio State University, Columbus, OH, USA
| | - Joseph Chad Hoyle
- Department of Neurology, The Ohio State University, Columbus, OH, USA
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Wisco JJ, Moussavi M, White SE. A Near-Peer Interprofessional Educational Fellowship Program for Training Pre-Clinical Medical Students in the Best Practices of Teaching and Learning. MEDICAL SCIENCE EDUCATOR 2024; 34:181-191. [PMID: 38510391 PMCID: PMC10948728 DOI: 10.1007/s40670-023-01936-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/27/2023] [Indexed: 03/22/2024]
Abstract
Medical school often has opportunities for students to engage in peer or near-peer teaching, however structured teacher training is rarely conducted. We present an Educational Fellowship for rising M2 students as teaching assistants for first year Physician Assistant students. In this near-peer interprofessional teaching model, the M2 students learn pedagogical theory and best practices for teaching and learning. The curriculum and experience may be used by any healthcare profession. Since many healthcare professions have classes during the summer, we present our program as a conceptual model for other institutions.
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Affiliation(s)
- Jonathan J. Wisco
- Department of Anatomy and Neurobiology, Boston University Aram V. Chobanian & Edward Avedisian School of Medicine, 72 E Concord St, L-1004 Boston, MA 02118, USA
| | - Mina Moussavi
- Department of Physiology and Biophysics, Boston University Aram V. Chobanian & Edward Avedisian School of Medicine, Boston, MA 02118 USA
| | - Susan E. White
- Physician Assistant Program, Boston University Aram V. Chobanian & Edward Avedisian School of Medicine, Boston, MA 02118 USA
- Department of Obstetrics and Gynecology, Boston University Aram V. Chobanian & Edward Avedisian School of Medicine, Boston, MA 02118 USA
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Schreck G, Netski D, Simanton E, Kalili R. Teaching Skills Training for Pre-clinical Medical Students Through Weekly Problem-Based Learning Teaching Topic Presentations and Directed Feedback. MEDICAL SCIENCE EDUCATOR 2023; 33:1473-1480. [PMID: 38188384 PMCID: PMC10767181 DOI: 10.1007/s40670-023-01912-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/29/2023] [Indexed: 01/09/2024]
Abstract
Problem Medical students commonly encounter scenarios in which they are charged with teaching medical content, but studies find a paucity of teaching skills training especially in the pre-clerkship phase of undergraduate medical programs. Intervention Videos lessons were created to instruct on five teaching skills identified as useful for presenting short lessons on medical topics: effective learning objectives, appropriate lesson complexity, audience engagement, relevance to practice, and resource selection. A rubric was generated to assess the performance level of each teaching skill. Context First-year medical students viewed the video lessons and were instructed to implement these teaching skills for the creation and delivery of weekly learning issue (LI) presentations within a problem-based learning (PBL) course. PBL facilitators assessed students by using the rubric to assign a score of 0-2 corresponding to the level of skill performance. Impact Scores in every dimension of our LI assessment rubric showed significant improvement above week 1 at the end of the initial 4 weeks of practice and assessment. Follow-up assessment showed durable performance and significant improvement for 3 out of 5 at weeks 8 and 12. Lessons Learned Our novel framework was effective in fostering the adoption and implementation of five teaching skills among first-year medical students over a 4-week period, with most skills remaining durable over 12 weeks. Furthermore, end-of-course surveys showed that students found feedback received using the framework helpful in improving their LIs, and faculty reported that student LI presentation quality improved overall. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01912-x.
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Affiliation(s)
- Gregory Schreck
- Department of Internal Medicine, University of Utah, Salt Lake City, Utah, USA
| | - Dale Netski
- Department of Medical Education, Kirk Kerkorian School of Medicine at UNLV, 625 Shadow Lane, Office 514 , Las Vegas, NV 89106 USA
| | - Edward Simanton
- Department of Medical Education, Kirk Kerkorian School of Medicine at UNLV, 625 Shadow Lane, Office 514 , Las Vegas, NV 89106 USA
| | - Rosalie Kalili
- Department of Medical Education, Kirk Kerkorian School of Medicine at UNLV, 625 Shadow Lane, Office 514 , Las Vegas, NV 89106 USA
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Yoong SQ, Wang W, Seah ACW, Zhang H. The quality of verbal feedback given by nursing near-peer tutors: A qualitative study. NURSE EDUCATION TODAY 2023; 130:105944. [PMID: 37611513 DOI: 10.1016/j.nedt.2023.105944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Revised: 07/27/2023] [Accepted: 08/14/2023] [Indexed: 08/25/2023]
Abstract
BACKGROUND Students' acceptance of peer feedback (PF) in health professions education has been mixed because of doubts about its quality and accuracy. Providing peer tutor (PT) training in giving effective feedback may increase the quality of PF. OBJECTIVES To analyse the (1) quality and (2) accuracy of near-PF provided to first-year nursing students after simulated practice and (3) evaluate the discrepancies between what faculty, PTs and clinical staff teach about certain nursing skills by analysing PT-student feedback discussions. DESIGN Qualitative study using content analysis. SETTINGS This study was conducted in a simulation centre in a Singapore university during first-year undergraduate nursing students' laboratory lessons. PARTICIPANTS Near-PT (second- to fourth-year undergraduate nursing students). METHODS Near-PTs received virtual training on providing structured feedback. They provided in-person PF to first-year nursing students after simulated practice of a technical nursing skill. PF was audio recorded. Quality was determined by PTs' adherence to the proposed PF structure and the Debriefing Assessment for Simulation in Healthcare-Rater Version Short Form (DASH-RV-Short) scores. Directed content analyses were also conducted to qualitatively evaluate PF quality based on DASH-RV-Short, PF accuracy and discrepancies in content taught for each nursing skill. RESULTS Most PTs evaluated the skill chronologically or focused on the mistakes made instead of following the PF structure. DASH-RV-Short scores were 'good' for most elements because PTs gave specific suggestions and justified them, ensured students' psychological safety, and used effective verbal communication. PF was mostly accurate, but expectations relating to each nursing skill differed among the PTs, faculty and clinical staff. CONCLUSIONS With training, senior nursing students can provide specific and detailed feedback to their juniors, which may fill the gap for timely and specific feedback in health professions education. Future PT training programmes should clarify common variations and mistakes in skills performance to ensure PTs and faculty tutors agree on what students should learn.
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Affiliation(s)
- Si Qi Yoong
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Wenru Wang
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Alvin Chuen Wei Seah
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Hui Zhang
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; St Andrew's Community Hospital, Singapore.
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Buléon C, Minehart RD, Rudolph JW, Blanié A, Lilot M, Picard J, Plaud B, Pottecher J, Benhamou D. Strategy to Develop a Common Simulation Training Program: Illustration with Anesthesia and Intensive Care Residency in France. TEACHING AND LEARNING IN MEDICINE 2023; 35:537-549. [PMID: 36251797 DOI: 10.1080/10401334.2022.2127730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Accepted: 08/03/2022] [Indexed: 06/16/2023]
Abstract
Phenomenon: The urgency of having fair and trustworthy competency-based assessment in medical training is growing. Simulation is increasingly recognized as a potent method for building and assessing applied competencies. The growing use of simulation and its application in summative assessment calls for comprehensive and rigorously designed programs. Defining the current baseline of what is available and feasible is a crucial first step. This paper uses anesthesia and intensive care (AIC) in France as a case study in how to document this baseline. Approach: An IRB-approved, online anonymous closed survey was submitted to AIC residency program directors and AIC simulation program directors in France from January to February 2021. The researcher-developed survey consisted of 65 questions across five sections: centers' characteristics, curricular characteristics, courses' characteristics, instructors' characteristics, and simulation perceptions and perspectives. Findings: The participation rate was 31/31 (100%) with 29 centers affiliated with a university hospital. All centers had AIC simulation activities. Resident training was structured in 94% of centers. Simulation uses were training (100%), research and development (61%), procedural or organizational testing (42%), and summative assessment (13%). Interprofessional full-scale simulation training existed in 90% of centers. Procedural training on simulators prior to clinical patients' care was performed "always" in 16%, "most often" in 45%, "sometimes" in 29% and "rarely" or "not" in 10% of centers. Simulated patients were used in 61% of centers. Main themes were identified for procedural skills, full-scale and simulated patient simulation training. Simulation activity was perceived as increasing in 68% of centers. Centers expressed a desire to participate in developing and using a national common AIC simulation program. Insights: Based on our findings in AIC, we demonstrated a baseline description of nationwide simulation activities. We now have a clearer perspective on a decentralized approach in which individual institutions or regional consortia conduct simulation for a discipline in a relatively homogeneous way, suggesting the feasibility for national guidelines. This approach provides useful clues for AIC and other disciplines to develop a comprehensive and meaningful program matching existing expectations and closing the identified gaps.
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Affiliation(s)
- Clément Buléon
- Department of Anesthesiology, Intensive Care and Perioperative Medicine, Caen Normandy University Hospital, Caen, France
- Medical School, University of Caen Normandy, Caen, France
- Center for Medical Simulation, Boston, MA, USA
| | - Rebecca D Minehart
- Center for Medical Simulation, Boston, MA, USA
- Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Jenny W Rudolph
- Center for Medical Simulation, Boston, MA, USA
- Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Antonia Blanié
- Department of Anesthesiology, Intensive Care and Perioperative Medicine, Kremlin Bicêtre University Hospital, APHP, Paris, France
| | - Marc Lilot
- Department of Anesthesiology, Intensive Care and Perioperative Medicine, Edouard Herriot University Hospital, HCL, Lyon, France
| | - Julien Picard
- Department of Anesthesiology, Intensive Care and Perioperative Medicine, Grenoble University Hospital, Grenoble, France
| | - Benoît Plaud
- Department of Anesthesiology, Intensive Care and Perioperative Medicine, Saint-Louis University Hospital, APHP, Paris, France
| | - Julien Pottecher
- Department of Anesthesiology, Intensive Care and Perioperative Medicine, Strasbourg University Hospital, Strasbourg, France
| | - Dan Benhamou
- Department of Anesthesiology, Intensive Care and Perioperative Medicine, Kremlin Bicêtre University Hospital, APHP, Paris, France
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Agha B, Helal NMS, Al-Khafaji TJ, Farie GA, Basri O, Fleming PS. Knowledge assessment on cleft lip and palate among recently graduated dentists: a cross-sectional study. BMC Oral Health 2023; 23:689. [PMID: 37749556 PMCID: PMC10521468 DOI: 10.1186/s12903-023-03388-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Accepted: 09/04/2023] [Indexed: 09/27/2023] Open
Abstract
BACKGROUND The complex presentation, associated co-morbidities and multi-disciplinary requirements dictate the requirement for in-depth knowledge in order to effectively manage patients with cleft lip and palate (CLP). We aimed to develop a validated questionnaire for cleft lip and palate knowledge assessment and to evaluate the knowledge of cleft lip and palate among a group of recently-graduated dentists. MATERIALS AND METHODS A multiple-site, cross-sectional questionnaire-based study was conducted. The study population included recently graduated dentists involved in a dental internship program. A bespoke questionnaire was developed and validated, with internal consistency assessed using Cronbach's alpha and factor analysis performed. A 47-item prototype was distilled into a 15-item questionnaire. This was distributed to the participants with a response rate of 67% obtained. RESULTS The overall proportion of correct responses among dental interns was moderate (73%). The best results were found in relation to CLP treatment including the effect of unfavorable surgical outcomes on speech (89.5%) and the impact of CLP on the occlusion (87.6%). The lowest rate of correct responses (26.7%) was identified in relation to the association between CLP and smoking. CONCLUSION A validated CLP questionnaire was developed, permitting evaluation of the knowledge of cleft lip and palate and its management among recently graduated dentists. There is limited appreciation among dental interns of the risk factors for CLP as well as post-surgical complications. Given that general dentists are often the gatekeepers for the management of patients with cleft lip and palate, it is important that the findings of this survey are used to inform the curriculum and teaching of cleft lip and palate.
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Affiliation(s)
- Bahn Agha
- Department of Pedodontics, Orthodontics and Preventive Dentistry, College of Dentistry, Mustansiriyah University, Baghdad, Iraq.
| | | | - Thaer Jaber Al-Khafaji
- Pedodontics, Orthodontics and Preventive Dentistry Department, College of Dentistry, University of Babylon, Babylon, Iraq
| | - Ghada Abdullah Farie
- Pediatric Dentistry Department, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Osama Basri
- Department of Dentistry, King Faisal Specialist Hospital and Research Center, Jeddah, Saudi Arabia
| | - Padhraig S Fleming
- Dublin Dental University Hospital, The University of Dublin, Trinity College Dublin, Dublin, Ireland
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Tao L, Yang Y, Ma X, Fu L, Liu S. Teachers' and students' perspectives on the needs of community practice teachers: a cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:486. [PMID: 37391822 DOI: 10.1186/s12909-023-04456-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Accepted: 06/15/2023] [Indexed: 07/02/2023]
Abstract
BACKGROUND An accurate assessment of teaching needs is necessary to ensure targeted teacher training programs are developed and implemented to improve teaching outcomes. The assessment of teaching needs from different perspectives helps to identify teaching needs more accurately. Therefore, based on the different perspectives of teachers and students, this study aimed to identify and evaluate the needs of community practice teachers by measuring discrepancies between perceived teaching importance and actual teaching performance, with a focus on the influencing factors. METHODS A survey was circulated to 220 teachers in 36 community health service centers and 695 students in 6 medical schools in Southwest China. The participants anonymously completed the teacher or student version of the Chinese version of the Teacher Teaching Needs Questionnaire, which is predominantly used to assess the teaching needs of teachers. Both versions of the questionnaire include 27 items, covering 3 dimensions (including teaching skills, teaching environments, and teaching contents). The ordinal logistic regression was conducted to explore the factors that influenced teaching needs. RESULTS The teachers and students produced overall self-evaluated teaching needs scores of 0.61 and 0.62 respectively. The teachers from provincial capital cities and low-educated teachers had teaching needs that are lower (OR = 0.641,95% CI: 0.461-0.902, OR = 15.352, 95% CI: 1.253-26.815, separately). Teachers with < 3 years of teaching experience had higher teaching needs (OR = 3.280, 95% CI: 1.153-10.075) than those with > 10 years of experience. Compared with teachers who self-evaluated their teaching outcomes as poor, those who reported extremely excellent (OR = 0.362, 95% CI: 0.220-0.701), excellent (OR = 0.638, 95% CI: 0.426-1.102), and ordinary (OR = 0.714, 95% CI: 0.508-1.034) teaching outcomes had lower teaching needs. Compared with teachers who self-evaluated their teaching abilities as poor, those who reported extremely excellent (OR = 0.536, 95% CI: 0.313-0.934), excellent (OR = 0.805, 95% CI: 0.518-1.269), and ordinary (OR = 0.737, 95% CI: 0.413-1.322) teaching abilities had lower teaching needs. CONCLUSIONS Greater assistance should be provided to teachers with lower levels of education, fewer than three years of teaching experience, and who are located in non-capital cities, as these individuals require additional efforts to strengthen competencies. The education department should pay more attention to teacher feedback on practical outcomes and teaching abilities, as this can be used to devise the best teacher development plans. TRIAL REGISTRATION Not applicable.
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Affiliation(s)
- Lin Tao
- Cancer Day-Care Unit, Department of Medical Oncology, Cancer Center, West China Hospital, Sichuan University/ West China School of Nursing, Sichuan University, 610041, Chengdu, China
| | - Ying Yang
- Cancer Day-Care Unit, Department of Medical Oncology, Cancer Center, West China Hospital, Sichuan University/ West China School of Nursing, Sichuan University, 610041, Chengdu, China
| | - Xiaolin Ma
- Cancer Day-Care Unit, Department of Medical Oncology, Cancer Center, West China Hospital, Sichuan University/ West China School of Nursing, Sichuan University, 610041, Chengdu, China
| | - Lan Fu
- Cancer Day-Care Unit, Department of Medical Oncology, Cancer Center, West China Hospital, Sichuan University/ West China School of Nursing, Sichuan University, 610041, Chengdu, China
| | - Suzhen Liu
- Department of Nursing, West China Hospital, Sichuan University/ West China School of Nursing, Sichuan University , 37 Guoxue Road, WuHou District, 610041, Chengdu, China.
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Guerrero-Mendivil FD, Elizondo-Omaña RE, Jacobo-Baca G, Quiroz-Perales XG, Salinas-Alvarez Y, Martinez-Garza JH, de la Fuente-Villarreal D, Quiroga-Garza A, Guzman-Lopez S. Payment with knowledge: A method for a training of anatomy near-peer teachers and formation of future anatomists. ANATOMICAL SCIENCES EDUCATION 2023; 16:428-438. [PMID: 36622770 DOI: 10.1002/ase.2253] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Revised: 11/30/2022] [Accepted: 12/23/2022] [Indexed: 05/11/2023]
Abstract
Near-peer teaching has been widely implemented in medical schools and the benefits for the near-peer teachers (NPTs), the students, and the institution have been well documented. However, NPT training methods and perceptions of such have been limited. A four-year clinical anatomy and surgical training program was established (est. 2019) as part of the continuous training timeline for NPTs (n > 60 total) formation at the Universidad Autónoma de Nuevo León, in Mexico. The program provides various training courses for the NPTs according to their hierarchy, including teaching skills, professional development, psychosocial aspects, and career objectives. A "Clinical Anatomy and Surgical Training Diploma" was planned with 12 modules to aid in developing these abilities, along with a higher understanding of clinical anatomy shared by expert clinical specialists, and diverse clinical and surgical skills such as suturing, catheterization, and basic surgical procedures. The program has a completion rate of approximately 15 NPTs/year. All, while creating an environment with a sense of belonging, and facilitating mentorship between fellow NPTs and educators. Near-peer teachers develop leadership, communication, and teaching skills. The program has provided a constant source of anatomy educators, avoiding any shortage.
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Affiliation(s)
| | | | - Guillermo Jacobo-Baca
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, Mexico
| | | | - Yolanda Salinas-Alvarez
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, Mexico
| | | | | | - Alejandro Quiroga-Garza
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, Mexico
| | - Santos Guzman-Lopez
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, Mexico
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Yoong SQ, Wang W, Chao FFT, Dong Y, Goh SH, Chan YS, Lim S, Seah ACW, Wu XV, Zhang H. Using peer feedback to enhance nursing students’ reflective abilities, clinical competencies, and sense of empowerment: a mixed-methods study. Nurse Educ Pract 2023; 69:103623. [PMID: 37002994 DOI: 10.1016/j.nepr.2023.103623] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Revised: 01/26/2023] [Accepted: 03/24/2023] [Indexed: 03/30/2023]
Abstract
AIM To assess the use of a framework to provide structured peer feedback and compare the effects of peer video feedback, peer verbal feedback versus faculty feedback on nursing students and peer tutors' learning outcomes and experiences BACKGROUND: Peer feedback has been utilized widely in health professions education to fill the gap for timely feedback, but some students were concerned with its quality, leading to perceptions that peer feedback may not be useful. DESIGN Sequential explanatory mixed-methods study METHODS: The study took place from January to February 2022. In phase 1, a quasi-experimental pretest-posttest design was used. First-year nursing students (n = 164) were allocated to peer video feedback, peer verbal feedback or faculty feedback arms. Senior nursing students (n = 69) were recruited to be peer tutors or the control group. The Groningen Reflective Ability Scale was used by first-year students to assess their reflective abilities, while the Simulation-based Assessment Tool was used by peer or faculty tutors to evaluate nursing students' clinical competence of a nursing skill during the simulation. The Debriefing Assessment for Simulation in Healthcare-Student Version was used by students to assess their peer/faculty tutors' feedback quality. Senior students' empowerment levels were measured using the Qualities of an Empowered Nurse scale. In phase 2, six semi-structured focus group discussions with peer tutors (n = 29) were conducted and thematically analyzed. RESULTS Peer video feedback and peer verbal feedback significantly improved students' reflective abilities but not in the faculty feedback arm. Students' clinical competence in a technical nursing skill significantly improved in all three arms. Improvements were significantly larger in those receiving peer video feedback and peer verbal feedback than faculty feedback, with no significant differences between peer video feedback and peer verbal feedback. Debriefing Assessment for Simulation in Healthcare-Student Version scores were not significantly different among the 3 arms. Empowerment levels of peer tutors significantly improved after providing peer feedback but not those in the control group. Seven themes were generated from the focus group discussions. CONCLUSIONS Although peer video feedback and peer verbal feedback were similarly effective in improving clinical competencies, peer video feedback was more time-consuming and stressful to students. The use of structured peer feedback improved peer tutors' feedback practices and were comparable to quality of faculty feedback. It also significantly increased their sense of empowerment. Peer feedback was widely supported by peer tutors who agreed that it should supplement faculty teaching.
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Affiliation(s)
- Si Qi Yoong
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Wenru Wang
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Felicia Fang Ting Chao
- Department of Psychology, Faculty of Arts and Social Sciences, National University of Singapore, Singapore
| | - Yanhong Dong
- 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
| | - Yah Shih Chan
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Siriwan Lim
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Alvin Chuen Wei Seah
- 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
| | - Hui Zhang
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; St Andrew's Community Hospital, Singapore
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18
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Herinek D, Woodward-Kron R, Ewers M. Preparing tutors for interprofessional peer-assisted learning in health professions education (Prep4TUT): A mixed-methods study protocol. J Interprof Care 2023; 37:325-328. [PMID: 35543320 DOI: 10.1080/13561820.2022.2066072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Peer tutorials - one form of peer-assisted learning (PAL) - are becoming increasingly important in health professions education (HPE). Student tutors usually undergo preparation to support learners in interactive and self-directed learning; however, it is unclear whether and to what extent tutors need special preparation to facilitate interprofessional PAL (iPAL) or what impact this preparation might have. To investigate these questions, a mixed-methods study is underway that consists of three sub-studies: (1) an online survey exploring current tutor preparation in Germany, (2) group discussions on training with iPAL tutors in Germany, and (3) interviews with international experts. The quantitative data are analyzed using descriptive statistics, and the qualitative data are analyzed thematically. This study will provide multi-perspective insights into tutor preparation for iPAL. Results may be used to support conclusions and stimulate debate on the didactic legitimacy and design of tutor preparation as well as to inform future research.
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Affiliation(s)
- Doreen Herinek
- Institute of Health and Nursing Science Charité - Universitätsmedizin, Berlin corporate member of Freie Universität Berlin and Humboldt-Universität, Institute of zu Berlin, Berlin, Germany
| | - Robyn Woodward-Kron
- Department of Medical Education, The University of Melbourne, Parkville, VIC, Australia
| | - Michael Ewers
- Institute of Health and Nursing Science Charité - Universitätsmedizin, Berlin corporate member of Freie Universität Berlin and Humboldt-Universität, Institute of zu Berlin, Berlin, Germany
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Schlegel EFM, Cassara M, Olvet D, Fornari A. Developing Clinician-Educators: a Qualitative Analysis of Structured Reflections from Participatory Teaching in the Final Year in an Integrated Medical School Program. MEDICAL SCIENCE EDUCATOR 2023; 33:107-117. [PMID: 37008443 PMCID: PMC10060490 DOI: 10.1007/s40670-022-01712-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/02/2022] [Indexed: 06/19/2023]
Abstract
Objective This study aimed to describe fourth-year medical students' experiences, recorded and tracked in structured reflective teaching logs (RTLs), as participants in a year-long longitudinal medical student-as-teacher elective. Methods Thirteen (13) participants from two medical student-as-teacher elective cohorts completed 20 contact hours of self-selected teaching. Participants chose three different learning environments spanning the first 3 years of the medical school curriculum. Reflections were entered into an online spreadsheet with guided prompts (RTL). Open-ended text in the RTLs was analyzed using an inductive qualitative research approach. Open coding was applied across all meaningful segments of text, identifying themes that were validated internally with three co-authors and one methodology expert without formal program involvement. Results Narratives revealed detailed descriptions and reflections of participant experiences. Analysis revealed eight themes: (1) Joy of Teaching; (2) Teaching Effectiveness; (3) Feedback; (4) Effective Patient-Physician Communication; (5) Assessment; (6) Differential Diagnosis Development; (7) Standardized Case Development; and (8) Training for Teaching in Residency. Conclusion Fourth-year medical student participants in a longitudinal medical student-as-teacher elective effectively used RTLs from participatory teaching to help facilitate their own development as clinician-educators. Themes identified in RTLs reflect students' awareness of teaching skill requirements and readiness for the next workplace, residency. Informed by situativity theory, formal teaching opportunities in authentic learning environments bestow students with critical formative teaching experience and awareness of the roles as clinician-educators during their undergraduate years.
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Affiliation(s)
- Elisabeth F. M. Schlegel
- Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra Blvd, Hempstead, NY 11549 USA
| | - Michael Cassara
- Department of Emergency Medicine and Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra Blvd, Hempstead, NY 11549 USA
- Northwell Health Center for Learning and Innovation, Northwell Health Patient Safety Institute/Emergency Medical Institute, 1979 Marcus Avenue, Suite 101, North New Hyde Park, NY 11042 USA
| | - Doreen Olvet
- Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra Blvd, Hempstead, NY 11549 USA
| | - Alice Fornari
- Department of Science Education, Family Medicine, Occupational Health, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra Blvd, Hempstead, NY 11549 USA
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Hoyler MM, Pryor KO, Gotian R, Brumberger ED, Chan JM. Resident Physicians as Clinical Educators in Anesthesiology: A Narrative Review. Anesth Analg 2023; 136:270-281. [PMID: 36638511 DOI: 10.1213/ane.0000000000006243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
The importance of resident physicians as clinical educators is widely acknowledged in many clinical specialties and by national accreditation organizations for medical education. Within anesthesiology training programs, there is growing attention to the role of trainees as clinical educators. This narrative review describes the theoretical and demonstrated benefits of clinical teaching by residents in anesthesiology and other medical fields, summarizes current efforts to support and promote residents as educators, and suggests ways in which anesthesiology training programs can further assess and develop the role of residents as clinical educators.
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Affiliation(s)
- Marguerite M Hoyler
- From the Department of Anesthesiology, Weill Cornell Medicine/New York Presbyterian Hospital, New York, New York
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21
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Eastwood MJ, Davies BGJ, Rees EL. Students' Experiences of Peer Observed Teaching: A Qualitative Interview Study. TEACHING AND LEARNING IN MEDICINE 2023; 35:1-9. [PMID: 34968155 DOI: 10.1080/10401334.2021.2006665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Accepted: 10/18/2021] [Indexed: 06/14/2023]
Abstract
PHENOMENON Development of teaching skills is an important aspect of medical student training. One method of developing teaching skills is participation in peer teaching with observation and feedback from peers. This study aims to explore student teachers' experiences of peer observation of teaching and how they intend to utilize this feedback. APPROACH We conducted individual semi-structured interviews with peer tutors who had experienced peer observation of their small group teaching and subsequent feedback. The interviews were conducted by a medical student peer not involved in the peer observation of teaching scheme. They were audio recorded and transcribed. The pseudonymised transcripts were coded independently by two researchers using thematic analysis. FINDINGS Nine students participated in interviews lasting a mean of 42 minutes. We identified three main themes: motivations for observation, experiences of observation, and responses to feedback. Students were motivated to have their teaching observed by both intrinsic and extrinsic factors: to develop their skills and competence as a teacher, in recognition of the important role this plays in their career, to provide reassurance that they are providing good quality teaching, to ensure the content of their teaching is appropriate and accurate, and to provide evidence of engagement in, and development of, teaching. Students described feeling nervous before the observations and preparing more for their teaching than they might normally, however, during the observations they felt more comfortable which they attributed to the peer-peer relationship. Students described finding the narrative feedback more useful than the quantitative elements as it provided more detail as to how they might improve. Several students described how they have used the feedback they have received on their teaching to improve subsequent sessions. INSIGHTS Peer observation of teaching is a useful and acceptable method of providing feedback on student teaching and recipients intend to use this feedback to improve their teaching.
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Affiliation(s)
- Michael J Eastwood
- School of Medicine, Keele University, Keele, North Staffordshire, United Kingdom of Great Britain and Northern Ireland
| | - Benjamin G J Davies
- North Devon District Hospital, Barnstaple, Devon, United Kingdom of Great Britain and Northern Ireland
| | - Eliot L Rees
- School of Medicine, Keele University, Keele, North Staffordshire, United Kingdom of Great Britain and Northern Ireland
- Research Department of Primary Care and Population Health, University College London, London, United Kingdom of Great Britain and Northern Ireland
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Herinek D, Woodward-Kron R, Huber M, Helmer SM, Körner M, Ewers M. Interprofessional peer-assisted learning and tutor training practices in health professions education-A snapshot of Germany. PLoS One 2022; 17:e0278872. [PMID: 36516177 PMCID: PMC9749977 DOI: 10.1371/journal.pone.0278872] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Accepted: 11/24/2022] [Indexed: 12/15/2022] Open
Abstract
Peer-assisted learning (PAL)-especially peer tutorials-are gaining momentum in health professions education, particularly in interprofessional education. As little is known about the use of peer tutorials or the preparation of tutors in this context in Germany and in other countries, this study aims to provide an overview of these interventions. A cross-sectional study with a descriptive-exploratory design was conducted. German institutions for health professions education were contacted, and individuals with pedagogical responsibilities were invited to participate in an online survey. The survey was informed by two studies in which seven domains were identified as important. These included facts about the institution, the offer of PAL, the use of tutorials, and the design of tutor training. The survey used mostly closed-ended questions. The questionnaire was completed by n = 100 participants. Overall, n = 46 participants indicated that PAL was offered at their institution. Of these 46 participants, 32 (70%) indicated that uniprofessional PAL was offered, 2 (4%) indicated that interprofessional PAL was offered, and 12 (26%) indicated that both forms of PAL were offered. Peer tutoring was the most common format in both cases (73% for uniprofessional and 64% for interprofessional PAL), and mandatory interventions were mostly used to prepare the tutors. These interventions were held by educators or lecturers and were offered mostly face-to-face as workshops or as discussions. Deepening the tutors' social competencies through training was given high relevance. Regarding content, focus was placed on communication, (self-)reflection, and group management. Eighty-eight participants expressed recommendations for future directions in terms of preparing tutors for interprofessional PAL. Minor differences between the use of uniprofessional and interprofessional PAL and tutor training were found. Nevertheless, implementation strategies varied. In future, preparatory measures for tutors should be more uniformly designed and geared to the specific requirements of uniprofessional and interprofessional learning, and that at best on an empirical basis.
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Affiliation(s)
- Doreen Herinek
- Charité–Universitätsmedizin, Berlin corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Health and Nursing Science, Berlin, Germany
- * E-mail:
| | - Robyn Woodward-Kron
- Department of Medical Education, University of Melbourne, Parkville, Victoria, Australia
| | - Marion Huber
- Zurich University of Applied Sciences (ZHAW), School of Health Sciences, Institute of Public Health IPH, Center for Interprofessional Learning and Practice IPLP, Winterthur, Switzerland
| | - Stefanie M. Helmer
- Charité–Universitätsmedizin, Berlin corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Health and Nursing Science, Berlin, Germany
- Department 11: Human and Health Sciences, Univesity of Bremen, Bremen, Germany
| | - Mirjam Körner
- Medical Faculty, Albert-Ludwigs-University, Institute of Medical Psychology and Medical Sociology, Freiburg, Germany
| | - Michael Ewers
- Charité–Universitätsmedizin, Berlin corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Health and Nursing Science, Berlin, Germany
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Zhang H, Liao AWX, Goh SH, Wu XV, Yoong SQ. Effectiveness of peer teaching in health professions education: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2022; 118:105499. [PMID: 35961134 DOI: 10.1016/j.nedt.2022.105499] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Revised: 06/26/2022] [Accepted: 08/02/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The reform in health professions education requires the focus to shift from fact memorization to exploring, analyzing, assimilating, and synthesizing information to promote active and collaborative learning. Peer teaching is one of the educational strategies. AIMS This review aimed to explore and synthesize quantitative evidence to determine the overall effect of peer teaching in enhancing students' theoretical knowledge and practical skills (e.g., procedural skills and resuscitation) in health professions education. METHODS PubMed, ScienceDirect, CINAHL, ERIC, ProQuest, reference lists of relevant studies, and reviews were searched till November 2021. Results were pooled using random-effects meta-analysis or narrative synthesis. RESULTS A total of 44 RCTs were included. This review showed a significant effect of peer teaching on procedural skills improvement and a comparable effect on theoretical knowledge and resuscitation skills acquisition compared to the conventional teaching method. Near-peer teaching seemed to be the most effective method for skill improvement. Subgroup analysis showed no significant differences between peer teaching and conventional teaching groups (e.g., expert/faculty teaching, self-study or lectures). CONCLUSIONS Peer teaching seems to be a promising teaching and learning strategy in health professions education, positively affecting theoretical knowledge and procedural skills. Future research should explore the effect of peer teaching in developing countries to provide a comprehensive picture of peer teaching.
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Affiliation(s)
- Hui Zhang
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | | | - Sam Hongli Goh
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Xi Vivien Wu
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Si Qi Yoong
- Alice Lee Centre of Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Lu EL, Harris MK, Gao TZ, Good L, Harris DP, Renton D. Near-Peer Teaching in Conjunction with Flipped Classroom to Teach First-Year Medical Students Basic Surgical Skills. MEDICAL SCIENCE EDUCATOR 2022; 32:1015-1022. [PMID: 35936650 PMCID: PMC9340706 DOI: 10.1007/s40670-022-01602-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/15/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND There is increasing evidence that students are completing medical school with insufficient surgical education. Near-peer tutoring and flipped classroom formatting may be used to enhance learning while simultaneously relieving faculty burden of teaching. Here, we qualitatively evaluate a 3-month course that integrates the use of near-peer teaching and flipped classroom formatting, with the goal of increasing first-year medical students' self-perceived confidence in performing basic sutures and knot-ties as well as interest in surgery. METHODS Twenty-one first-year medical students participated in a suturing and knot-tying course led by senior medical students. The course consisted of 2-h sessions held every 2 weeks for a total of five sessions. Students were sent publicly available videos prior to each session by which to learn the upcoming techniques and received live feedback from instructors during sessions. Questionnaires were completed pre-course and post-course. RESULTS Compared to pre-course ratings, post-course ratings of self-perceived confidence to perform various knot-ties and sutures all increased significantly (p < 0.05). All students stated that the course strengthened their desire to pursue a career in surgery. Student feedback of the course was overall positive. CONCLUSIONS Near-peer teaching can be used in conjunction with flipped classroom to increase first-year medical students' self-perceived confidence in surgical suturing and knot-tying as well as interest in surgery. This curriculum may serve as an outline for student-led courses at other institutions.
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Affiliation(s)
- Emily L. Lu
- The Ohio State University College of Medicine, Columbus, OH USA
| | - Micah K. Harris
- The Ohio State University College of Medicine, Columbus, OH USA
| | - Thomas Z. Gao
- The Ohio State University College of Medicine, Columbus, OH USA
| | - Logan Good
- The Ohio State University College of Medicine, Columbus, OH USA
| | - Daniel P. Harris
- Case Western Reserve University School of Medicine, Cleveland, OH USA
| | - David Renton
- Department of General Surgery, The Ohio State University Wexner Medical Center, Columbus, OH USA
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Development of a Scientific Writing Course to Increase Fellow Scholarship. ATS Sch 2022; 3:390-398. [PMID: 36312809 PMCID: PMC9590585 DOI: 10.34197/ats-scholar.2022-0023ps] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 07/27/2022] [Indexed: 11/18/2022] Open
Abstract
Physicians in training are often taught how to conduct original research but may
lack the skills necessary to write their results in a paper for the
peer-reviewed medical literature. To help our critical care fellows increase
their publication rates, we implemented an 8-hour scientific writing course that
provides a structured approach to writing an academic research paper. We have
demonstrated an increase in publication rate during fellowship from an average
of 0.7 manuscripts per fellow just before course inception to 3.7 manuscripts
per fellow in the current graduating class. We highlight strategies for
developing a writing course aligned with adult learning theory within three key
areas: planning, pedagogy, and implementation. Planning strategies center around
creating a case for change, including multiple stakeholders with diverse
backgrounds, including the research mentor, and ensuring accountability among
stakeholders. Pedagogical strategies focus on harnessing the power of
experiential learning, considering a flipped classroom approach, and peer
teaching to leverage social and cognitive congruence. Implementation strategies
include breaking down the writing process into manageable tasks, organizing the
writing process according to learner needs, using peer review processes to drive
learning, and celebrating the accomplishments of learners within the course.
These strategies represent broad initiatives that can be tailored to local
training needs and instituted across a wide variety of teaching platforms.
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Medical Student Perceptions of Near Peer Teaching within an Histology Course at the University of Sassari, Italy. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12080527] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
Near peer teaching (NPT) is becoming recognized as a valuable instrument with advantages for both students and teachers. Despite the recognized benefits, NPT programmes are not usually embedded within university healthcare curricula and, to our knowledge, there have been few studies assessing medical students’ attitudes towards NPT for histology courses. Our study is the first that assess medical students’ perceptions concerning the value of NPT for a course in the human organ histology component of anatomy. A NPT programme was provided for second-year medical students and delivered during laboratory sessions for microscopic anatomy. The NPT tutors were recruited from third-, fourth- or fifth-year medical students. The medical tutees completed a questionnaire to assess their attitudes towards NPT. The initial hypothesis tested was that students preferred to be taught by their professional teachers and not by NPT tutors. A total of 113 students completed the questionnaire (46% response rate). Of these, 70% of respondents rated the support of the NPT tutors as being excellent or good. Furthermore, 60% of respondents agreed that the NPT programme should be introduced officially into the medical curriculum. The findings are not consistent with our initial hypothesis, and suggest that NPT could be a valuable instrument for the understanding of histological concepts.
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Meyer HS, Larsen K, Samuel A, Berkley H, Harvey M, Norton C, Maggio LA. Teaching Medical Students How to Teach: A Scoping Review. TEACHING AND LEARNING IN MEDICINE 2022; 34:379-391. [PMID: 34618654 DOI: 10.1080/10401334.2021.1979006] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Accepted: 08/23/2021] [Indexed: 06/13/2023]
Abstract
PHENOMENON Teaching medical students how to teach is a growing and essential focus of medical education, which has given rise to student teaching programs. Educating medical students on how to teach can improve their own learning and lay the foundation for a professional identity rooted in teaching. Still, medical student-as-teacher (MSAT) programs face numerous obstacles including time constraints, prioritizing curriculum, and determining effective evaluation techniques. The purpose of this scoping review is to map the current landscape of the literature on medical school initiatives designed to train students to teach to describe why medical student teaching programs are started; the benefits and barriers; who teaches them; what content is taught; and how content is delivered. With this new map, the authors aimed to facilitate the growth of new programs and provide a shared knowledge of practices derived from existing programs. APPROACH The authors conducted a scoping review, guided by Arksey and O'Malley's framework, to map the literature of MSAT training programs. Six databases were searched using combinations of keywords and controlled vocabulary terms. Data were charted in duplicate using a collaboratively designed data charting tool. This review builds on the Marton et al. review and includes articles published from 2014 to 2020. FINDINGS Of the 1,644 manuscripts identified, the full-text of 57 were reviewed, and ultimately 27 were included. Articles included empirical research, synthetic reviews, opinion pieces, and a descriptive study. Analysis focused on modalities for teaching medical students how to teach; content to teach medical students about teaching; benefits and barriers to starting teaching programs; and the value of teaching programs for medical students. INSIGHTS The rapid growth of MSAT programs suggests that this curricular offering is of great interest to the field. Literature shows an increase in evaluative efforts among programs, benefits for students beyond learning to teach, and evidence of effective engagement in medical students' designing and implementing programs.
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Affiliation(s)
- Holly S Meyer
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Kelsey Larsen
- School of Politics, Security, and International Affairs, University of Central Florida, Orlando, Florida, USA
| | - Anita Samuel
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Holly Berkley
- Obstetrics & Gynecology Resident, Naval Medical Center San Diego, San Diego, California, USA
| | - Morgan Harvey
- Expeditionary Medical Facility, Camp Lemonnier, Djibouti
| | - Candace Norton
- Library Learning Resource Center, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Lauren A Maggio
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
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Kayser JD, Mielke-Christensen A, Østergaard D, Dieckmann P. Promoting medical student engagement through co-development and peer-assisted learning: a new patient safety course as a case study. Adv Simul (Lond) 2022; 7:17. [PMID: 35668450 PMCID: PMC9169342 DOI: 10.1186/s41077-022-00212-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Accepted: 05/15/2022] [Indexed: 11/10/2022] Open
Abstract
INTRODUCTION Peer-assisted learning programs have been focused on providing students with competencies to deliver lectures and facilitate workshops, whereas involvement of students as co-developers of educational programmes has been relatively under-described in the literature. Likewise, the use of students as facilitators in simulation-based training and debriefing is also scarce. In this paper, we describe how medical students were co-developers of a novel course on patient safety and how they were trained as student facilitators to conduct simulation-based training and debriefing, as well as workshops. METHODS Medical students co-developed a course in patient safety consisting of three simulation-based scenarios and three workshops. The students were educated in relevant patient safety topics. They were trained to become student facilitators to conduct workshops, simulations and debriefings at a patient safety course for medical students. A questionnaire was developed to evaluate the course participants´ perception of the learning objectives and the student facilitators following the latest course in 2020. In addition, semi-structured interviews with the student facilitators were conducted to explore their perceptions of being part of the course. RESULTS A total of 92% of the course participants completed the evaluation of the course. The majority of the course participants found that the student facilitators created a safe learning environment and had the necessary skills to teach. The learning objectives for the course were found to be useful. A total of 10 interviews with the student facilitators were conducted. We found that the student facilitators were motivated to teach in the course, as a way of improving their teamwork, leadership qualities and communication skills, as well as their resume. Some of the student facilitators mentioned that they were able to create a safe learning environment, whereas others mentioned a feeling of inadequacy for their teacher role. In addition to developing their teaching skills, they mentioned that they developed their medical expertise, alongside their communication-, collaboration-, leadership- and professional skills. CONCLUSION This study illustrates how medical students were involved in the co-development, delivery and implementation of a course in patient safety. The evaluation of the course shows that student facilitators succeeded in creating a safe learning environment. The interviews of the student facilitators reveal their various motivations for teaching, in addition to different perceptions of their experience as a student facilitator. Some expressed a positive feeling of being able to establish a safe learning environment, whilst others expressed a feeling of inadequacy when facilitating peers. In addition, the student facilitators indicated that they developed themselves both professionally and personally.
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Affiliation(s)
- Jesper Dybdal Kayser
- Copenhagen Academy for Medical Education and Simulation (CAMES), Herlev Hospital, Borgmester Ib Juuls Vej 1, Entrance 1, 25th floor, DK-2730, Copenhagen, Herlev, Denmark. .,Faculty of Health and Medical Sciences, University Copenhagen, Copenhagen, Denmark. .,Faculty of Health Sciences, University Stavanger, Stavanger, Norway.
| | - Anne Mielke-Christensen
- Copenhagen Academy for Medical Education and Simulation (CAMES), Herlev Hospital, Borgmester Ib Juuls Vej 1, Entrance 1, 25th floor, DK-2730, Copenhagen, Herlev, Denmark
| | - Doris Østergaard
- Copenhagen Academy for Medical Education and Simulation (CAMES), Herlev Hospital, Borgmester Ib Juuls Vej 1, Entrance 1, 25th floor, DK-2730, Copenhagen, Herlev, Denmark.,Faculty of Health and Medical Sciences, University Copenhagen, Copenhagen, Denmark.,Faculty of Health Sciences, University Stavanger, Stavanger, Norway.,Department of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark
| | - Peter Dieckmann
- Copenhagen Academy for Medical Education and Simulation (CAMES), Herlev Hospital, Borgmester Ib Juuls Vej 1, Entrance 1, 25th floor, DK-2730, Copenhagen, Herlev, Denmark.,Faculty of Health and Medical Sciences, University Copenhagen, Copenhagen, Denmark.,Faculty of Health Sciences, University Stavanger, Stavanger, Norway.,Department of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark
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Fuchs MA, Schwartz AW, Caton JB, Gooding H, Richards JB. Defining Student-as-Teacher Curricula in the Absence of National Guidelines: An Innovative Model. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:832-838. [PMID: 35020615 PMCID: PMC9627149 DOI: 10.1097/acm.0000000000004589] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Teaching is a critical skill in the medical profession, yet has only recently gained recognition as a core skill for medical students and trainees. Student-as-teacher (SAT) programs provide medical students formal teaching instruction with opportunities for practice. While efforts to determine how SAT courses should be taught are ongoing, the authors' review of SAT programs in medical schools' curricula shows they are diverse and often developed by faculty and trainees who advocate for formal teacher training at their institutions, rather than by medical school leadership. Consequently, there is significant heterogeneity among known SAT programs with regard to content, format, and evaluation methods. As efforts are underway to create guidelines and competency frameworks for SAT programs, medical educators must engage in open and critical discussion about the optimal content and organization for SAT educational experiences, emphasizing outcomes-based value and curricular and experiential consistency across programs. The authors describe an innovative SAT elective at Harvard Medical School (HMS), discuss research supporting curricular content and decisions, and emphasize potential implications for the conception and implementation of SAT programs at other institutions. The HMS SAT course is a year-long, elective, longitudinal curriculum built on a community of practice model and comprising 5 key components: Fundamentals of Medical Education seminar series, teaching field experiences, teaching observations, final educational product, and self-reflection. This 5-component theoretically justified model covers essential topics of SAT programming, providing students a comprehensive educational skills training curriculum. Medical educators developing SAT courses must identify common core competencies and curricular activities to implement SAT programs informed by the perspective of local stakeholders and institutional needs. Further growth of SAT programs in medical education offers opportunities for collaboration and coordination among medical educators, institutions, and licensing and accreditation bodies, to further develop consistent guidelines for teaching medical education skills to future medical educators.
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Affiliation(s)
- Michael A Fuchs
- M.A. Fuchs is a medical student, Harvard Medical School, Boston, Massachusetts
| | - Andrea W Schwartz
- A.W. Schwartz is assistant professor of medicine, Veterans Affairs Boston Healthcare System and Harvard T.H. Chan School of Public Health, Harvard Medical School, Boston, Massachusetts
| | - Julia B Caton
- J.B. Caton is clinical assistant professor of medicine, Stanford Medical Center, Stanford Medical School, Stanford, California
| | - Holly Gooding
- H. Gooding is associate professor of pediatrics, Emory University School of Medicine, Atlanta, Georgia
| | - Jeremy B Richards
- J.B. Richards is assistant professor and director, Medical Education Research Laboratory, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, Massachusetts
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Aydin MO, Kafa IM, Ozkaya G, Alper Z, Haque S. Peer-Assisted skills learning in structured undergraduate medical curriculum: An experiential perspective of tutors and tutees. Niger J Clin Pract 2022; 25:589-596. [PMID: 35593600 DOI: 10.4103/njcp.njcp_1410_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Background and Aims : This study aims to evaluate the implication of peer-assisted learning model adopted in students' clinical skills training from the perspective of tutees and tutors at the end of a peer-tutored clinical skills program and peer tutors themselves. Subjects and Methods This cross-sectional study was conducted in the Faculty of Medicine, Bursa Uludag in between January and March 2018. Following the clinical skills training, a questionnaire designed to assess the views of tutees and peer tutors was filled out on a voluntary basis by 159 tutees and 43 tutors. The statistical analysis of the collected and processed data was analyzed by using IBM SPSS 23.0 statistical program. The statistical significance level was maintained as α = 0.05. Results According to the Likert scale, satisfaction with the tutors and the educational environment was high in general. The 2nd term tutees provided more negative feedback compared to other terms. Among all the terms, the most positive answers were provided by the 3rd term students. Although the tutors found themselves fully skilled in communication with colleagues, there were striking differences between the tutors in the 5th and 6th terms of providing a good role model for pre-clinical terms students. Conclusion Considering peer assisted learning (PAL)'s positive responses from this study, the adoption of PAL has been started to be used as a supplementary teaching method for the clinical skills training at the Faculty of Medicine, Bursa Uludag University. PAL is considered a successful education model since it is cost-efficient for undergraduate medical training and improves the professional skills of both teacher and learner students. It can be availed of as an alternative method in medical faculties where especially the number of academic members is insufficient.
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Affiliation(s)
- M O Aydin
- Department of Medical Education, Faculty of Medicine, Bursa Uludag University, Bursa, Turkey
| | - I M Kafa
- Department of Medical Education; Department of Anatomy Faculty of Medicine, Bursa Uludag University, Bursa, Turkey
| | - G Ozkaya
- Department of Biostatistics, Faculty of Medicine, Bursa Uludag University, Bursa, Turkey
| | - Z Alper
- Department of Medical Education, Faculty of Medicine, Bursa Uludag University, Bursa, Turkey
| | - S Haque
- Faculty of Medicine, Bursa Uludag University, Bursa, Turkey; College of Nursing & Allied Health Sciences, Research and Scientific Studies Unit, Jazan University, Jazan, Saudi Arabia
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Dennis D, Cipriano L, Mulvey G, Parkinson S, Reubenson A, Furness A. Observational Study Exploring the Efficacy and Effectiveness of a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:4505. [PMID: 35457371 PMCID: PMC9032602 DOI: 10.3390/ijerph19084505] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Revised: 03/19/2022] [Accepted: 04/07/2022] [Indexed: 12/03/2022]
Abstract
(1) Background: Immersive simulation-based learning is relevant and effective in health care professional pre-licensure training. Peer-assisted learning has reciprocal benefit for the learner and the teacher. A fully simulated model of fieldwork placement has been utilised at Curtin University since 2014, historically employing full-time faculty supervisors. Due to the COVID-19 pandemic in 2020, traditional clinical placement availability diminished. (2) Methods: This mixed-methods prospective observational study aimed to translate the existing faculty-led placement for penultimate-year physiotherapy students to a peer-taught model, thereby creating new teaching placements for final-year students. Final- and penultimate-year physiotherapy students undertook the fully simulated fieldwork placement either as peer learners or peer teachers. The placement was then evaluated using four outcome measures: The 'measure of quality of giving feedback scale' (MQF) was used to assess peer learner satisfaction with peer-teacher supervision; plus/delta reflections were provided by peer teachers and faculty supervisors; student pass/fail rates for the penultimate-year physiotherapy students. (3) Results: For 10 weeks during November and December 2020, 195 students and 19 faculty participated in the placement. Mean MQF scores ranged from 6.4 (SD 0.86) to 6.8 (SD) out of 7; qualitative data reflected positive and negative aspects of the experience. There was a 4% fail rate for penultimate-year students for the placement. Results suggested that peer learners perceived peer-led feedback was of a high quality; there were both positives and challenges experienced using the model. (4) Conclusions: Physiotherapy students effectively adopted a peer-taught fully simulated fieldwork placement model with minimal faculty supervision, and comparable clinical competency outcomes.
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Affiliation(s)
- Diane Dennis
- Curtin School of Allied Health, Curtin University, Perth 6845, Australia; (L.C.); (G.M.); (S.P.); (A.R.); (A.F.)
- Sir Charles Gairdner Hospital, Nedlands 6009, Australia
| | - Lora Cipriano
- Curtin School of Allied Health, Curtin University, Perth 6845, Australia; (L.C.); (G.M.); (S.P.); (A.R.); (A.F.)
- Sir Charles Gairdner Hospital, Nedlands 6009, Australia
| | - Ginny Mulvey
- Curtin School of Allied Health, Curtin University, Perth 6845, Australia; (L.C.); (G.M.); (S.P.); (A.R.); (A.F.)
| | - Stephanie Parkinson
- Curtin School of Allied Health, Curtin University, Perth 6845, Australia; (L.C.); (G.M.); (S.P.); (A.R.); (A.F.)
| | - Alan Reubenson
- Curtin School of Allied Health, Curtin University, Perth 6845, Australia; (L.C.); (G.M.); (S.P.); (A.R.); (A.F.)
| | - Anne Furness
- Curtin School of Allied Health, Curtin University, Perth 6845, Australia; (L.C.); (G.M.); (S.P.); (A.R.); (A.F.)
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The Impact of Delivering School-Based Wellness Programs for Emerging Adult Facilitators-A Quasi-Controlled Clinical Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19074278. [PMID: 35409959 PMCID: PMC8998311 DOI: 10.3390/ijerph19074278] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 03/29/2022] [Accepted: 03/30/2022] [Indexed: 02/05/2023]
Abstract
A quasi-controlled clinical trial included a university-based supervision course for facilitators of an interactive wellness school-based program. The study aimed to investigate how students that facilitate prevention programs are personally affected by delivering content related to self-esteem, body-image, and media literacy. In total, 66 university students who were either facilitators of preventive programs (intervention group) or non-facilitators (comparison group) completed questionnaires before, after, and three months following the program’s termination. All methods were performed following the Declaration of Helsinki regulations and Consort 2010 guidelines. Participants in the facilitator group demonstrated statistically significant superiority, with large effect size, regarding improvement in identifying advertisement strategies. Weight-related body-esteem, and the reduced impact of media messages’ pressure also had statistically significant superiority, with small effect size. The number of participants with pathological EAT-26 scores (>20) decreased from 5 to 2 in the facilitator group compared to an increase from 5 to 6 (no statistical significance) in the comparison group. Both groups demonstrated statistically significant decreases in eating disorder perceptions and behaviors from baseline to 3-month follow-up. Delivering a prevention program proved beneficial to facilitators, in addition to the target school pupils, and thus may be considered as part of the prevention programs’ effectiveness assessment.
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Abstract
Concern that many graduate medical students do not know sufficient anatomy to safely and effectively assess and treat patients is a frequent complaint by clinicians. Although downgrading of anatomy relative to newer basic sciences is often blamed, there is evidence students rapidly forget anatomy. However, there are a number of ways instructors can foster long-term retention of anatomy, the most powerful involving intertwining clinical and anatomical information and assessing in-depth processing. Assisting this process is 'triaging' the curriculum so it contains only clinically engaged anatomy. Students are far more likely to remember information which they consider to be relevant to their future vocation. Therefore, teaching only anatomy which is likely to be useful in a clinical context tends to improve long-term retention of anatomy by medical students. Other helpful techniques include incorporating surface and radiological anatomy in a vertically integrated curriculum, reciprocal peer teaching and employing clinically qualified instructors.
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Affiliation(s)
- Kerry G Baker
- Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Parkville, Australia
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Preparing Advanced Clinicians and Practitioners: A Model for Mentorship in Occupational Therapy Practice. Occup Ther Int 2022; 2021:3394478. [PMID: 35024016 PMCID: PMC8714379 DOI: 10.1155/2021/3394478] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Accepted: 11/19/2021] [Indexed: 11/20/2022] Open
Abstract
Mentoring is essential at all stages of a professional career. However, little has been written about the effectiveness of programs for practicing clinicians. This study was designed to address the need for evidence about the effectiveness of formal mentorship programs by describing the impact of the STAR mentorship program on a group of clinicians specializing in sensory integration and processing challenges. This study utilized an exploratory, retrospective, survey research design. Course evaluations were examined from 240 subjects following participation in a one-week, small group mentorship training program. Qualitative methods were adapted for use in this study. Sixteen codes, with operational definitions, were developed to analyze the surveys. Ninety-six percent indicated that the program met or exceeded their expectations; only 12.5% had a negative comment. Impact on psychosocial function was reflected by 22% of the participants. Comments related to impact on career function were indicated by 45% of the participants. Ninety-four percent provided positive comments about the program structure, and 74% responded with positive comments regarding content of the program. Positive outcomes were associated with this one mentorship program, suggesting a need for more in-person, structured mentored learning experiences. Mentorship is recommended as a method to address the growing need within the profession to support career development, build knowledge, skill and attitudes, and aspirations/commitment as well as enhance professionalism/professional development.
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Onorato SE, Schwartz AW, Beltran CP, Richards JB. 'Educator with a capital E': Comparing medical education experiences of student-as-teacher elective participants and peers. MEDICAL TEACHER 2022; 44:50-56. [PMID: 34587858 DOI: 10.1080/0142159x.2021.1962831] [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] [Indexed: 06/13/2023]
Abstract
PURPOSE Student-as-teacher electives are increasingly offered at medical schools, but little is known about how medical education experiences among enrolled students compare with those of their peers. The study's aim was to characterize medical students' education-related experiences, attitudes, knowledge, and skills based on their enrollment status in a student-as-teacher course. MATERIALS/METHODS We conducted four focus groups at a medical school in the United States: two with graduating students in a student-as-teacher elective (n = 11) and two with unenrolled peers (n = 11). Transcripts were analyzed using the Framework Method to identify themes. RESULTS Four themes emerged: interest in and attitudes towards medical education; medical education skills, knowledge, and frameworks; strategies for giving/receiving feedback; medical education training as part of medical school. Course participants demonstrated higher-level education-related knowledge and skills. Both groups endorsed teaching skills as important and identified opportunities to incorporate medical education training into medical school curricula. CONCLUSIONS Medical education knowledge and teaching skills are self-reported as important learning outcomes for medical students, independent of enrollment status in a student-as-teacher course. The structure of such courses, best understood through a deliberate practice-based model, supports students' achievement of key learning outcomes. Certain course elements may warrant inclusion in standard medical school curricula.
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Affiliation(s)
- Sarah E Onorato
- Department of Medicine, Harvard Medical School, Boston, MA, USA
- Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA
| | - Andrea W Schwartz
- Department of Medicine, Harvard Medical School, Boston, MA, USA
- Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA
- Veterans Affairs Boston Healthcare System, New England Geriatric Research Education and Clinical Center, Jamaica Plain, MA, USA
| | - Christine P Beltran
- Carl J. Shapiro Institute for Education and Research, Beth Israel Deaconess Medical Center, Boston, MA, USA
| | - Jeremy B Richards
- Department of Medicine, Harvard Medical School, Boston, MA, USA
- Carl J. Shapiro Institute for Education and Research, Beth Israel Deaconess Medical Center, Boston, MA, USA
- Department of Medicine, Beth Israel Deaconess Medical Center, Boston, MA, USA
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Orsini E, Quaranta M, Mariani GA, Mongiorgi S, Cocco L, Billi AM, Manzoli L, Ratti S. Near-Peer Teaching in Human Anatomy from a Tutors' Perspective: An Eighteen-Year-Old Experience at the University of Bologna. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 19:ijerph19010398. [PMID: 35010658 PMCID: PMC8744748 DOI: 10.3390/ijerph19010398] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Revised: 12/21/2021] [Accepted: 12/28/2021] [Indexed: 05/08/2023]
Abstract
The University of Bologna School of Medicine in 2003 adopted a near-peer teaching (NPT) program with senior medical students teaching and assisting younger students in human anatomy laboratories. This study aimed to evaluate the effectiveness and outcomes of this program-unique on the Italian academic panorama-from the tutors' perspective. An anonymous online survey was administered to all those who acted as peer tutors in the period from 2003 to 2021; it evaluated tutors' perceptions regarding the influence of the tutoring experience on their skillset gains, academic performance, and professional career. Furthermore, tutors were asked to express their views on the value of cadaver dissection in medical education and professional development. The overall perception of the NPT program was overwhelmingly positive and the main reported benefits were improved long-term knowledge retention and academic performance, improved communication, team-working and time management skills, and enhanced self-confidence and motivation. Most tutors strongly believed that cadaver dissection was an invaluable learning tool in medical education, helped them to develop professionalism and human values, and positively influenced the caring of their future patients. Nearly all the participants highlighted the importance of voluntary body donation for medical education and research. The present results supported the thesis that tutors themselves benefited from the act of teaching peers; this impactful experience equipped them with a wide range of transferable skills that they could draw on as future educators and healthcare professionals.
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Clarke D, Williamson G, Stebbings A. A Systematic Review and Narrative Synthesis of the Effectiveness of Peer- versus Faculty-led Simulation for Clinical Skills Acquisition in Undergraduate Student Nurses. MSc Project Findings. Open Nurs J 2021. [DOI: 10.2174/1874434602115010273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Background:
Clinical skills learning is an integral part of undergraduate nursing programmes in United Kingdom nurse education. Faculty staff teach some elements of clinical skills, and some are taught by clinicians in practice. International evidence indicates that some students feel overly anxious when taught by faculty members but less so with their peers, meaning that peer-led clinical skills teaching and learning might reduce anxiety and facilitate the acquisition and retention of skills education.
Objective:
The objective of this systematic review was to explore the research relating to undergraduate student nurses’ acquisition of skills within the simulation setting, particularly the associations between peer-led and lecturer-led learning.
Methods:
A systematic review of the literature was used to find all available evidence. A search of nine healthcare databases using Boolean and MeSH search terms including ‘Peer-to-peer’, ‘Clinical Skill*’, ‘Simulat*’, and ‘Student Nurs*’ was undertaken. Due to the heterogeneity of the research found, statistical meta-analysis was not possible, and so a narrative synthesis based on thematic analysis was conducted, which involved three-person research team critically appraising nine articles for inclusion in the review.
Results:
Articles were located from worldwide sources.
Three main themes in the findings were: psychological factors, motor skills, and educational issues. The use of peers can help to increase students’ motor skills, improved the psychological impact of skills and learning, and offered students a chance to be active participants in their education.
Conclusion:
Having explored the literature, we conclude that peer-to-peer teaching and learning could have a place in undergraduate nursing education; however, it is not clear if student nurses’ skills acquisition is more effective if mediated by peer- or lecturer-led teaching. Further research is required in this area to quantify and compare outcomes.
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Storjohann T, Davis LE, Larson S, Pogge EK, Early NK. Evaluating the impact of a "grand rounds" elective course on students' perceived motivations, comfort, and confidence in providing constructive and reinforcing feedback to guest lecturers. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1457-1463. [PMID: 34799059 DOI: 10.1016/j.cptl.2021.09.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2020] [Revised: 05/28/2021] [Accepted: 09/14/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND AND PURPOSE Providing feedback is an important skill for all healthcare professionals both within and outside of their discipline. Although student pharmacists frequently receive feedback during both didactic and experiential education, training on how to provide feedback to others is less common. EDUCATIONAL ACTIVITY AND SETTING An elective was designed to expose second-year pharmacy students to "grand rounds" with practicing pharmacists as the presenters. Students provided feedback to presenters on presentation style and assessment questions. The primary objective of this research project was to determine if the elective improved students' motivations, comfort, and confidence in providing constructive written feedback. FINDINGS Over two course offerings, 54% (19 of 35) of enrolled students completed both the pre- and post-surveys. At baseline, the majority of students self-identified as being motivated, comfortable, and confident with providing quality written feedback with the exception of two specific areas: motivation to provide quality written feedback and comfort with providing difficult or sensitive written feedback. At the end of the course, the majority of students self-identified as being motivated, comfortable, and confident across all areas queried. All students agreed or strongly agreed that the efficiency and quality of their written feedback improved during the course. SUMMARY The course offered several benefits to students, including learning clinical topics from a variety of presenters and developing feedback skills. The implementation of the grand rounds elective provided students an opportunity to develop their motivation, comfort, and confidence with providing quality constructive written feedback.
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Affiliation(s)
- Tara Storjohann
- Midwestern University College of Pharmacy, Glendale Campus, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Lindsay E Davis
- Midwestern University College of Pharmacy, Glendale Campus, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Suzanne Larson
- Midwestern University College of Pharmacy, Glendale Campus, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Elizabeth K Pogge
- Midwestern University College of Pharmacy, Glendale Campus, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
| | - Nicole K Early
- Midwestern University College of Pharmacy, Glendale Campus, 19555 N 59th Avenue, Glendale, AZ 85308, United States.
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Forest-Bérard K, Ripoche M, Irace-Cima A, Thivierge K, Adam-Poupart A. More than ticking boxes: Training Lyme disease education ambassadors to meet outreach and surveillance challenges in Québec, Canada. PLoS One 2021; 16:e0258466. [PMID: 34637465 PMCID: PMC8509862 DOI: 10.1371/journal.pone.0258466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 09/28/2021] [Indexed: 11/18/2022] Open
Abstract
Lyme disease (LD) is an emerging public health threat in Canada, associated with the northward range expansion of the black-legged tick (Ixodes scapularis). To address this, public health authorities have been carrying out surveillance activities and awareness campaigns targeting vulnerable populations such as outdoor workers. Implementing these measures is time-consuming and resource-intensive, prompting the assessment of alternatives. Our goal was to evaluate the feasibility and implementation of a training-of-trainers-inspired approach in raising awareness about LD risk and prevention among workers and general population, as well as to evaluate its potential to contribute to provincial LD surveillance efforts. We trained a group of workers from publicly-accessible outdoor parks of the province of Québec to become "LD education ambassadors". Ambassadors were trained to raise tick and LD awareness, share information on preventive measures in their respective communities, and lead tick sampling activities using a standardised protocol similar to that used by Public Health authorities. Ambassador-led outreach activities, public reach, sampling activities and collected ticks were documented, as well as ambassadors' satisfaction with the training using forms and semi-structured interviews. In total, 18 ambassadors from 12 organizations were trained. Between June and September 2019, they led 28 independent outreach activities, reaching over 1 860 individuals (from occupational and general public settings) in seven public health units. Ambassadors led 28 tick samplings, together collecting 11 I. scapularis ticks. This study suggests that an adapted training-of-trainers is a feasible approach to raising tick and LD risk awareness among Québec outdoor workers and public. Trained ambassadors have the potential of reaching a large portion of the population visiting or working in outdoor parks while also providing much-needed outreach regarding risk and prevention. Pushing this concept further to include other types of workers and jurisdictions may contribute to national LD surveillance efforts.
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Affiliation(s)
- Karl Forest-Bérard
- Direction des risques biologiques et de la santé au travail, Institut national de santé publique du Québec (INSPQ), Montréal, Québec, Canada
| | - Marion Ripoche
- Direction des risques biologiques et de la santé au travail, Institut national de santé publique du Québec (INSPQ), Montréal, Québec, Canada
| | - Alejandra Irace-Cima
- Direction des risques biologiques et de la santé au travail, Institut national de santé publique du Québec (INSPQ), Montréal, Québec, Canada
- École de Santé Publique de l’Université de Montréal (ESPUM), Université de Montréal, Montréal, Québec, Canada
| | - Karine Thivierge
- Laboratoire de santé publique du Québec (LSPQ), Institut national de santé publique du Québec (INSPQ), Montréal, Québec, Canada
- Institute of Parasitology, Faculty of Agricultural and Environmental Sciences, McGill University, Montréal, Québec, Canada
- Groupe de recherche en épidémiologie des zoonoses et santé publique (GREZOSP), Faculté de médecine vétérinaire, Université de Montréal, Saint-Hyacinthe, Québec, Canada
| | - Ariane Adam-Poupart
- Direction des risques biologiques et de la santé au travail, Institut national de santé publique du Québec (INSPQ), Montréal, Québec, Canada
- École de Santé Publique de l’Université de Montréal (ESPUM), Université de Montréal, Montréal, Québec, Canada
- Groupe de recherche en épidémiologie des zoonoses et santé publique (GREZOSP), Faculté de médecine vétérinaire, Université de Montréal, Saint-Hyacinthe, Québec, Canada
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Gaspar FDR, Abbad GDS, Rodrigues CML. Evidence of validity for a Health Teaching Skills Scale. PSICO-USF 2021. [DOI: 10.1590/1413-82712021260301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract There are few studies found in the literature that analyze the university professor duties, specifically in the area of health. The purpose of this article was to describe the construction of a scale to evaluate the importance of health teaching skills and to seek evidence of validity using factorial (exploratory and confirmatory) analyzes based on the internal structure. The sample was composed by university students of Nursing and Medical courses (n = 315). The results indicated the presence of 4 factors that remained in the model after performing the confirmatory factorial analysis, which are: use of information and communication technologies in teaching (13 items, α = 0,87); Teaching in practical health scenarios (10 items, α = 0,81); Interpersonal relationship (6 items, α = 0,89); and Didactics (5 items; α = 0,63). We concluded that the instrument has initial evidence of validity and may be applicable in studies to diagnose the learning needs of university professors.
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Schlegel EF, Bird JB, Burns CM, Cassara M, O'Neil J, Weisholtz Y, Le TT. Curriculum Design and Scholarship for New Educators: A Professional Development Workshop for Medical Students. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2021; 17:11130. [PMID: 33928186 PMCID: PMC8071841 DOI: 10.15766/mep_2374-8265.11130] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 01/14/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Medical students' professional development includes their role as educators. Despite greater opportunities to join medical education curriculum development, medical students' engagement in these activities remains limited. A recent national study on student leadership in curricular change revealed a formal lack of leadership and training in medical education as significant barriers. Medical students' unawareness of how to disseminate curricula as educational scholarship and its value to their careers also restricts the fullness of their formation as educators. METHODS We designed a 3-hour, interactive, project-focused conference workshop for medical students without prior knowledge in curriculum development. Of participants, 64 worked in 10 groups creating medical curricula using Kern's six-step approach in student-facilitated breakout sessions. Completed group projects were presented, including brief action plans for transforming their work into scholarship. The workshop was evaluated using a mixed-methods approach. RESULTS Of survey respondents, 44 mostly medical students, faculty, and administrators from different institutions rated the workshop as a very positive experience, and the pacing of the breakout groups as effective. A notable increase in self-reported mastery, as measured by learning objectives aligned with Kern's six-step model, was recorded from student respondents as compared to faculty. A sense of readiness to participate in curricular decisions either at the home institution or in individual career paths was evident from narrative comments. DISCUSSION Our workshop provided medical students with a foundation in curriculum development and educational scholarship. Session design provided flexibility in the pace of breakout sessions and allowed in-depth discussion of educational topics.
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Affiliation(s)
- Elisabeth F.M. Schlegel
- Associate Professor of Science Education and Assistant Director of Faculty Development and Medical Education Research, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
| | - Jeffrey B. Bird
- Assistant Professor of Science Education and Educational Research and Strategic Assessment Analyst, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
| | - Christopher M. Burns
- Professor and Chair of Biomedical Education, College of Osteopathic Medicine, California Health Sciences University
| | - Michael Cassara
- Associate Professor of Emergency Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell; Associate Professor of Nursing, Hofstra/Northwell School of Nursing and Physician Assistant Studies; Medical Director, Northwell Health Patient Safety Institute/Emergency Medical Institute
| | - Jessica O'Neil
- Resident, Department of Medicine, Massachusetts General Hospital
| | | | - Tao T. Le
- Associate Clinical Professor Medicine and Pediatrics, and Chief of Section of Allergy and Immunology, Department of Medicine, University of Louisville School of Medicine
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Balilah M, Babgi M, Alnemari W, Binjabi A, Zaini R, Abdulkhaliq A, Monjed A, Aldahlawi S, Almoallim H. A Proposed Framework to Develop, Describe and Evaluate Peer-Assisted Learning Programs. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:1005-1013. [PMID: 33376437 PMCID: PMC7764158 DOI: 10.2147/amep.s282582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/17/2020] [Accepted: 11/26/2020] [Indexed: 06/12/2023]
Abstract
PHENOMENON Peer-assisted learning (PAL) is increasingly used in different fields of education, including medical education, due to its established advantages. However, there are scarce data about the best practice guidelines for PAL program evaluation. The aim of this work was to develop a framework that can describe and develop PAL programs and consequently provide a tool for evaluation and comparison of PAL programs among different institutions. APPROACH A thorough literature review was made for assessment of different PAL programs development and implementation strategies, and PAL leaders at the University of Umm Al-Qura in Saudi Arabia were interviewed for development and revision of a framework for PAL program development, description and evaluation. FINDINGS A framework of four sections was developed ie context, theory, implementation processes and outcomes, and emergence. The context includes the learning objectives and the logistics. The theory includes the content nature, program design, number of tutees and tutors, participation, program orientation, program duration and timing, tutor recruitment and preparation and faculty involvement. Implementation process and outcome section includes the feedback collection and the pre- and post-intervention students' assessment. The emergence includes tracking the program evolution. INSIGHTS Development of a clear well-defined framework for description, implementation and evaluation of a PAL educational program can provide a foundation to unify the terms organizations use to communicate the parameters of PAL programs and overcome the jargon about PAL in the literature. It also can provide comparisons between the programs in an attempt to set best practice guidelines in the future for PAL program developing and implementation.
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Affiliation(s)
- Mohammad Balilah
- Department of Medical Education, Rabigh Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Mohammad Babgi
- Department of Cardiac Surgery, King Abdullah Medical City, Makkah, Saudi Arabia
| | - Walaa Alnemari
- Department of Medical Education, Faculty of Medicine, Umm Alqura University, Makkah, Saudi Arabia
| | - Ahmad Binjabi
- Department of Medicine, Faculty of Medicine, Umm Alqura University, Makkah, Saudi Arabia
| | - Rania Zaini
- Department of Medical Education, Faculty of Medicine, Umm Alqura University, Makkah, Saudi Arabia
| | - Altaf Abdulkhaliq
- Department of Biochemistry, Faculty of Medicine, Umm Alqura University, Makkah, Saudi Arabia
| | - Alaa Monjed
- Department of Medicine, Faculty of Medicine, Umm Alqura University, Makkah, Saudi Arabia
| | - Salwa Aldahlawi
- Department of basic and clinical oral sciences, Faculty of Dentistry, Umm Alqura University, Makkah, Saudi Arabia
| | - Hani Almoallim
- Department of Medicine, Faculty of Medicine, Umm Alqura University, Makkah, Saudi Arabia
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Eimer C, Duschek M, Jung AE, Zick G, Caliebe A, Lindner M, Weiler N, Elke G. Video-based, student tutor- versus faculty staff-led ultrasound course for medical students - a prospective randomized study. BMC MEDICAL EDUCATION 2020; 20:512. [PMID: 33327947 PMCID: PMC7741871 DOI: 10.1186/s12909-020-02431-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Accepted: 12/07/2020] [Indexed: 05/04/2023]
Abstract
BACKGROUND Ultrasound education is propagated already during medical school due to its diagnostic importance. Courses are usually supervised by experienced faculty staff (FS) with patient bedside examinations or students among each other but often overbooked due to limited FS availability. To overcome this barrier, use of teaching videos may be advantageous. Likewise, peer teaching concepts solely with trained student tutors have shown to be feasible and effective. The aim was to evaluate 1) objective learning outcomes of a combined video-based, student-tutor (ViST) as compared to a FS-led course without media support, 2) acceptance and subjective learning success of the videos. METHODS Two ultrasound teaching videos for basic and advanced abdominal ultrasound (AU) and transthoracic echocardiography (TTE) were produced and six students trained as tutors. Fourth-year medical students (N = 96) were randomized to either the ViST- or FS course (6 students per tutor). Learning objectives were defined equally for both courses. Acquired practical basic and advanced ultrasound skills were tested in an objective structured clinical examination (OSCE) using modified validated scoring sheets with a maximum total score of 40 points. Acceptance and subjective learning success of both videos were evaluated by questionnaires based on Kirkpatrick's evaluation model with scale-rated closed and open questions. RESULTS 79 of 96 medical students completed the OSCE and 77 could be finally analyzed. There was no significant difference in the mean total point score of 31.3 in the ViST (N = 42) and 32.7 in the FS course (N = 35, P = 0.31) or in any of the examined basic or advanced ultrasound skill subtasks. Of the 42 ViST participants, 29 completed the AU and 27 the TTE video questionnaire. Acceptance and subjective learning success of both videos was rated positively in 14-52% and 48-88% of the rated responses to each category, respectively. Attendance of either the student or faculty tutor was deemed necessary in addition to the videos. CONCLUSIONS A ViST versus FS teaching concept was able to effectively teach undergraduate students in AU and TTE, albeit acceptance of the teaching videos alone was limited. However, the ViST concept has the potential to increase course availability and FS resource allocation.
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Affiliation(s)
- Christine Eimer
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany
| | - Max Duschek
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany
| | - Andreas Emanuel Jung
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany
| | - Günther Zick
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany
| | - Amke Caliebe
- Institute of Medical Informatics and Statistics, Christian-Albrechts-University Kiel, University Medical Center Schleswig-Holstein, Campus Kiel, 24105, Kiel, Germany
| | - Matthias Lindner
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany
| | - Norbert Weiler
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany
| | - Gunnar Elke
- Department of Anaesthesiology and Intensive Care Medicine, University Medical Center Schleswig-Holstein, Campus Kiel, Arnold-Heller-Str. 3 Haus R3, 24105, Kiel, Germany.
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Burgess A, van Diggele C, Roberts C, Mellis C. Planning peer assisted learning (PAL) activities in clinical schools. BMC MEDICAL EDUCATION 2020; 20:453. [PMID: 33272276 PMCID: PMC7712591 DOI: 10.1186/s12909-020-02289-w] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Peer Assisted Learning (PAL) is well accepted as an educational method within health professional education, involving a process of socialisation among students. PAL activities provide a framework whereby students are permitted to practice and develop their healthcare and teaching skills. However, the success of PAL activities is dependent upon two key factors: the "agency" of the individual students, that is, their willingness to participate; and importantly, the "affordance" of the activity, that is, the invitational quality provided by the clinical school. The purpose of this paper is to assist healthcare educators and administrators responsible for curriculum design, course co-ordination, and educational research, in developing their own PAL activities. Health professional students and junior health professionals leading or participating in PAL activities may also find the paper useful. Based on the authors' collective experience, and relevant literature, we provide practical tips for the design, implementation and evaluation of PAL activities.
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Affiliation(s)
- Annette Burgess
- The University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, Edward Ford Building A27, The University of Sydney, Sydney, NSW, 2006, Australia.
- The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia.
| | - Christie van Diggele
- The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia
- The University of Sydney, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Chris Roberts
- The University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, Edward Ford Building A27, The University of Sydney, Sydney, NSW, 2006, Australia
- The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia
| | - Craig Mellis
- The University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Central Clinical School, Sydney, Australia
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Wang YA, Rallis KS. Enhancing the Pre-Clerkship Residency Exploration Program (PREP): Medical Students' Suggestions. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2020; 35:1070-1071. [PMID: 32978724 DOI: 10.1007/s13187-020-01886-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/22/2020] [Indexed: 06/11/2023]
Affiliation(s)
- Yuxiao Alice Wang
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK.
| | - Kathrine S Rallis
- Barts and The London School of Medicine and Dentistry, Queen Mary University of London, London, UK
- Barts Cancer Institute, Queen Mary University of London, London, UK
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Surabenjawong U, Phrampus PE, Lutz J, Farkas D, Gopalakrishna A, Monsomboon A, Limsuwat C, O'Donnell JM. Comparison of Innovative Peer-to-Peer Education and Standard Instruction on Airway Management Skill Training. Clin Simul Nurs 2020. [DOI: 10.1016/j.ecns.2020.06.009] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Hsia S, Tran DN, Beechinor R, Gahbauer A, Fitzsimmons A, Brock T. Interprofessional peer teaching: The value of a pharmacy student-led pharmacology course for physical therapy students. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1252-1257. [PMID: 32739063 DOI: 10.1016/j.cptl.2020.05.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 03/17/2020] [Accepted: 05/29/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND This report describes the creation, implementation, and evaluation of an interprofessional pharmacy student-led pharmacology course for physical therapy students. The course was designed using a flipped classroom model and a peer-assisted learning framework. INTERPROFESSIONAL EDUCATION ACTIVITY We describe the development, design, assessment, and evaluation of a pharmacy student-led pharmacology course for physical therapy students. This report focuses specifically on the interprofessional aspect of the course, which was measured using the student perceptions of physician-pharmacist interprofessional clinical education (SPICE) instrument. DISCUSSION The SPICE instrument was measured across two cohorts in 2015 and 2016. Each cohort consisted of approximately 50 physical therapy students. After implementation of the course, there were significant improvements across all three domains of the SPICE instrument: interprofessional teamwork, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice (P < .01). Qualitative feedback from the physical therapy students and pharmacy student teaching assistants was positive and emphasized the benefits of interprofessional peer teaching. IMPLICATIONS Overall, this interprofessional peer teaching model effectively improved interprofessional attitudes while accomplishing didactic needs. This innovative course may serve as a model for interprofessional education in different subject areas or across other health professions programs.
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Affiliation(s)
- Stephanie Hsia
- Department of Clinical Pharmacy, University of California, San Francisco School of Pharmacy, San Francisco, CA 94143, United States.
| | - Dan N Tran
- Purdue University College of Pharmacy, Indianapolis, IN, United States; Department of Pharmacy Practice, University of Charleston School of Pharmacy, Charleston, WV, United States.
| | - Ryan Beechinor
- UC Davis Comprehensive Cancer Center, Sacramento, CA, United States.
| | - Alice Gahbauer
- Department of Pharmacy Practice, University of Charleston School of Pharmacy, Charleston, WV, United States.
| | - Amber Fitzsimmons
- Department of Physical Therapy and Rehabilitation Science, Department of Anatomy, University of California San Francisco, San Francisco, CA, United States.
| | - Tina Brock
- Monash University, Melbourne, Australia.
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Orr Z, Unger S. The TOLERance Model for Promoting Structural Competency in Nursing. J Nurs Educ 2020; 59:425-432. [PMID: 32757005 DOI: 10.3928/01484834-20200723-02] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2020] [Accepted: 05/20/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND Structural competency is the trained ability to recognize how social, political, economic, and legal structures shape diseases and symptoms. Although structural competency has become an increasingly accepted framework for training and teaching, it usually has not addressed nursing students and has not included marginalized patients as trainers. METHOD This article analyzes a structural competency training model for nursing students that includes five components: Theory, Observations, Learning from patients, Engagement, and Research (the TOLERance model). RESULTS The TOLERance model increases the understanding of the interrelation between the individual clinical level and the sociopolitical structural level. It encourages nursing students to actively engage in social, political, and policy issues that affect their patients' health and to advocate for policy change. CONCLUSION The moral and professional commitment of nurses to their patients demands that they do not ignore the structural forces that are detrimental to their patients' health. The TOLERance model provides nursing students with skills and competencies that help them to fulfill this commitment. [J Nurs Educ. 2020;59(8):425-432.].
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Comparing the impacts of reciprocal peer teaching with faculty teaching: A single-centre experience from KSA. J Taibah Univ Med Sci 2020; 15:272-277. [PMID: 32982630 PMCID: PMC7479164 DOI: 10.1016/j.jtumed.2020.05.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2020] [Revised: 05/10/2020] [Accepted: 05/13/2020] [Indexed: 11/20/2022] Open
Abstract
OBJECTIVES This study aimed to compare the effectiveness of peer-led learning with faculty-led teaching activities in fifth-year students during their Internal Medicine II placement. METHODS We conducted a retrospective analysis of the results of multiple-choice questions exams at the end-of-placement for 2016 to 2017. RESULTS During the study period, 120 students in three cohorts completed the placement. There was a statistically significant difference (p < .001) between the mean student grade (% of correct answers) for questions related to lectures (n = 85, M = 68.7, 95% CI: 66.4-70.9), case scenarios (n = 24, M = 68.6, CI: 65.1-72.1), tutorials (n = 15, M = 64.9, CI: 59.9-69.8), and seminars (n = 24, M = 60.0, CI: 56.5-63.5). The first cohort had statistically significant better grades (M = 79.7, CI: 77.9-81.6) than the other two cohorts (group 2 M = 57.2, CI: 51.8-62.5; group 3 M = 60.5, CI: 58.1-63.0; p < .001). CONCLUSIONS In our study, students performed worse on questions drawn from reciprocal peer-taught seminars. This result could be attributed to students' poor teaching quality, as they were randomly selected to lead a seminar. However, this study was limited by heterogeneity in the number and topics of different teaching activities and certain other factors.
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Wenlock RD, Bath MF, Bashford T, Kohler K, Hutchinson PJ. The global variation of medical student engagement in teaching: Implications for medical electives. PLoS One 2020; 15:e0229338. [PMID: 32092102 PMCID: PMC7039511 DOI: 10.1371/journal.pone.0229338] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2019] [Accepted: 02/04/2020] [Indexed: 11/19/2022] Open
Abstract
INTRODUCTION International medical electives, whereby undergraduates visit an institution in a country other than their own, are a common part of medical training. Visiting students are often asked to provide local teaching, which may be acceptable where the visitor is acting within the bounds of their own competency and the normal practices of both their home and host institutions. However, the extent to which teaching is an accepted student activity globally has not previously been described. This study aims to address this using an international survey approach. METHODS A voluntary electronic survey, created using the Checklist for Reporting Results of Internet E-Surveys (CHERRIES) framework, was distributed across established international medical student networks. This assessed the involvement of medical students in teaching and the educator training they receive, with the intention of comparing experiences between high-income countries (HICs) and low/middle-income countries (LMICs) to gauge the engagement of both "host" and "visiting" students. RESULTS 443 students from 61 countries completed the survey, with an equal proportion of respondents from LMICs (49.4%, 219/443) and HICs (50.6%, 224/443). Around two thirds of students reported providing teaching whilst at medical school, with most reporting teaching numerous times a year, mainly to more junior medical students. There was with no significant difference between LMICs and HICs. Around 30 per cent of all medical students reported having received no teacher training, including 40 per cent of those already providing teaching. CONCLUSION This study suggests that students are engaged in teaching globally, with no difference between HIC and LMIC contexts. However, students are underprepared to act as educators in both settings. Providing teaching as part of an elective experience may be ethically acceptable to both host and home institutions, but needs to be supported by formal training in delivering teaching.
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Affiliation(s)
- Rhys D. Wenlock
- NIHR Global Health Research Group on Neurotrauma, Cambridge, England, United Kingdom
- School of Clinical Medicine, University of Cambridge, Cambridge, England, United Kingdom
- * E-mail:
| | - Michael F. Bath
- NIHR Global Health Research Group on Neurotrauma, Cambridge, England, United Kingdom
- Centre for Neuroscience, Surgery and Trauma, Queen Mary University of London, London, England, United Kingdom
| | - Tom Bashford
- NIHR Global Health Research Group on Neurotrauma, Cambridge, England, United Kingdom
- Division of Anaesthesia, Cambridge Biomedical Campus, Addenbrooke's Hospital, NIHR Global Health Research Group for Neurotrauma, University of Cambridge, Cambridge, England, United Kingdom
| | - Katharina Kohler
- NIHR Global Health Research Group on Neurotrauma, Cambridge, England, United Kingdom
- Division of Anaesthesia, Cambridge Biomedical Campus, Addenbrooke's Hospital, NIHR Global Health Research Group for Neurotrauma, University of Cambridge, Cambridge, England, United Kingdom
| | - Peter J. Hutchinson
- NIHR Global Health Research Group on Neurotrauma, Cambridge, England, United Kingdom
- Division of Neurosurgery, Cambridge Biomedical Campus, Addenbrooke's Hospital, NIHR Global Health Research Group for Neurotrauma, University of Cambridge, Cambridge, England, United Kingdom
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