Effect of dyad training on medical students’ cardiopulmonary resuscitation performance

Wang, Candice; Huang, Chin Chou; Lin, Shing Jong; Chen, Jaw Wen

doi:10.1097/md.0000000000004079

Cited by 4 publications

(8 citation statements)

References 21 publications

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“…Similarly, Nishiyama et al found that a 15-minute refresher BLS training of medical students resulted in significant improvement in certain compression proficiency measurements, up to one year after the refresher. 17 This is consistent with the findings of our study that prior BLS course attendance was significantly associated with improved CPR performance. Overall, this suggests that, although medical and PA students are imperfect CPR providers immediately after BLS training, their skills may improve with deliberate, frequent practice.…”

Section: Discussionsupporting

confidence: 92%

Medical and Physician Assistant Student Competence in Basic Life Support: Opportunities to Improve Cardiopulmonary Resuscitation Training

Gupta¹,

DeSandro²,

Doherty³

et al. 2021

WJEM

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Section: Discussionsupporting

confidence: 92%

Medical and Physician Assistant Student Competence in Basic Life Support: Opportunities to Improve Cardiopulmonary Resuscitation Training

Gupta¹,

DeSandro²,

Doherty³

et al. 2021

WJEM

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“…In this study, we found that stakeholders generally perceived the educational impact of dyad learning similarly, which aligns with findings from previous studies, mainly from simulated settings, with an emphasis on learning through the co‐construction of knowledge, reflection and social comparison 1‐13 . However, we also identified conflicting perspectives, which advance our understanding of stakeholders’ view on the value of dyad learning in the clinical setting.…”

Section: Discussionsupporting

confidence: 88%

“…Dyad learning (ie collaborative learning in pairs) is a promising model for improving clinical skills training in undergraduate medical education 1‐10 . The mechanisms of action behind dyad learning may include positive effects from peer observation, 5 reduced cognitive load, 4 cognitive co‐construction of knowledge, 11 social interdependence 12 and social comparison 13 .…”

Section: Introductionmentioning

confidence: 99%

“…The mechanisms of action behind dyad learning may include positive effects from peer observation, 5 reduced cognitive load, 4 cognitive co‐construction of knowledge, 11 social interdependence 12 and social comparison 13 . Several experimental studies have provided substantial evidence to support the effectiveness of dyad learning of clinical skills in the controlled simulated setting 1‐8 . Yet, despite these promising results, we identified few attempts in the published literature to examine the role of dyad learning as a method for training medical students in clinical clerkships 14‐16 .…”

Section: Introductionmentioning

confidence: 99%

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Is two a crowd? A qualitative analysis of dyad learning in an OBGYN clinical clerkship

et al. 2021

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Introduction Dyad learning occurs when two students work together to acquire new skills and knowledge. Several studies have provided evidence to support the educational rationale for dyad learning in the controlled simulated setting. However, the role of dyad learning in the clinical setting remains uncertain. Unlike the simulated setting, learning in the clinical setting depends on a complex interplay between medical students, doctors, nurses and patients potentially making dyad learning less valuable in clerkships. The objective of this study was to explore how key stakeholders perceive the value of implementing dyad learning during medical students’ clinical clerkships. Methods In a constructivist qualitative study, we conducted 51 semi‐structured interviews with 36 key stakeholders involved in dyad learning, including 10 medical students, 12 doctors, five nurses and nine patients. Data were coded inductively using thematic analysis, then coded deductively using stakeholder theory as a theoretical framework. Results We found that stakeholders generally perceived the educational impact of dyad learning in the clinical setting similarly but disagreed on its value. Students emphasised that dyad learning made them participate more actively during patient encounters and patients did not mind having two students present. Doctors and nurses considered dyad learning disruptive to the balance between service and training and reported that it did not resonate with their perception of good patient care. Conclusion Dyad learning enables students to be more active during their clinical clerkships, but it easily disrupts the balance between service and training. This disruption may be exacerbated by the shifted balance in priorities and values between different stakeholder groups, as well as by making implicit teaching obligations more explicit for supervising doctors and nurses. Consequently, implementing dyad learning may not be perceived as valuable by doctors and nurses in the clinical setting, regardless of its pedagogical rationale.

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“…19 It is a successful strategy to support students during skills learning where paired students take performance and supportive observational roles during the healthcare skills practice. [20][21][22] Similarly, the near-peer teaching practice sessions with paired students performed both teaching and supporting observer roles in the teaching process. This "dyadic teaching" practice was perceived to be a good strategy as it provides support and sharing of the cognitive load between the partners during instruction.…”

Section: Dyad Practicementioning

confidence: 99%

Near‐peer teaching for learning clinical photography skills: Perceptions of students

Botelho

Boubaker

Wong

2022

Eur J Dental Education

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Aim This paper evaluates the perceptions and experience of students, in the role of both near‐peer teacher and learner who participated in the clinical dental photography course, using a mixed‐method analysis with focus group interviews of student tutors and a questionnaire of learner perceptions. Methods A student‐led course on Digital Clinical Photography took place with BDS 5 and 6 students as near‐peer teachers (NPTs) and BDS 2 and 3 students as learners. Interviews were conducted with near‐peer teachers, and a questionnaire was distributed to learners to evaluate students’ perceptions of this novel teaching and learning experience. Results Near‐peer teaching has proven to be a beneficial alternative teaching pedagogy which was well‐received by NPTs and student learners. The content creation and teaching experience deepened NPTs' understanding on the subject matter and were motivated given the autonomous nature of the project. NPTs enjoyed and benefited from the collaborative nature of the project and the relevance of the subject matter and improved their clinical skills. The student learners enjoyed the learning experience and benefits of learning from NPTs which is supported by social and cognitive congruence. The positive perception of teaching and learning in pairs were also described. Conclusion This project demonstrates the perceived benefits of near‐peer teaching for clinical photography skills for student experiential learning and highlights key elements on how to structure such an activity to engage and support students to participate in such future activities.

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Effect of dyad training on medical students’ cardiopulmonary resuscitation performance

Abstract: Supplemental Digital Content is available in the text

Cited by 4 publications

References 21 publications

Medical and Physician Assistant Student Competence in Basic Life Support: Opportunities to Improve Cardiopulmonary Resuscitation Training

Medical and Physician Assistant Student Competence in Basic Life Support: Opportunities to Improve Cardiopulmonary Resuscitation Training

Is two a crowd? A qualitative analysis of dyad learning in an OBGYN clinical clerkship

Near‐peer teaching for learning clinical photography skills: Perceptions of students

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