Evaluation of Online Near-Peer Teaching for Penultimate-Year Objective Structured Clinical Examinations in the COVID-19 Era: Longitudinal Study

Shah, Savan

doi:10.2196/37872

Cited by 6 publications

(11 citation statements)

References 24 publications

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“…The Covid-19 pandemic caused an important effect and forced the evolution of advancements and integration of technologyenhanced education in medicine. 38,39 The social-distancing restrictions and migration to fully online activities during the pandemic did not impede for NPTs to continue their participation and engagement with students, as synchronous sessions were implemented. As a technology-savvy generation, their role aided in a fluent transition to online platforms, encouraging discussion, providing prompts, and engaging students during the sessions led by technology-challenged educators.…”

Section: Anatomy Course and Near-peer Teachers At The Universidad Aut...mentioning

confidence: 99%

“…[40][41][42] Outcomes of exclusively taught courses with integrated peer teaching also demonstrated a logistically and economically viable option for education with effective outcomes, although this cannot substitute practice in a clinical setting. 39 Near-peer teachers also provided an alleviation of anxiety as they themselves understood the students' struggles from their own academic transition to online platforms. 43,44 It also provided an option for peers teaching against an anatomyexperienced educator shortage.…”

Section: Anatomy Course and Near-peer Teachers At The Universidad Aut...mentioning

confidence: 99%

“…The Covid‐19 pandemic caused an important effect and forced the evolution of advancements and integration of technology‐enhanced education in medicine 38,39 . The social‐distancing restrictions and migration to fully online activities during the pandemic did not impede for NPTs to continue their participation and engagement with students, as synchronous sessions were implemented.…”

Section: Introductionmentioning

confidence: 99%

“…As a technology‐savvy generation, their role aided in a fluent transition to online platforms, encouraging discussion, providing prompts, and engaging students during the sessions led by technology‐challenged educators 40‐42 . Outcomes of exclusively taught courses with integrated peer teaching also demonstrated a logistically and economically viable option for education with effective outcomes, although this cannot substitute practice in a clinical setting 39 . Near‐peer teachers also provided an alleviation of anxiety as they themselves understood the students' struggles from their own academic transition to online platforms 43,44 .…”

Section: Introductionmentioning

confidence: 99%

“…Near‐peer teachers also provided an alleviation of anxiety as they themselves understood the students' struggles from their own academic transition to online platforms 43,44 . It also provided an option for peers teaching against an anatomy‐experienced educator shortage 39,45,46 …”

Section: Introductionmentioning

confidence: 99%

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Payment with knowledge: A method for a training of anatomy near‐peer teachers and formation of future anatomists

Guerrero‐Mendivil

Elizondo‐Omaña

Jacobo‐Baca

et al. 2023

Anatomical Sciences Ed

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Peer-assisted learning (PAL) was defined as "people from similar social groups that are not professional teachers, helping each other to learn and learning by teaching". 1 Teaching has been one of the roles a physician must partake in teaching junior colleagues as a physician, a resident, a medical student, or as they teach their patients about diagnoses and treatments. The term 'doctor' also means 'teacher' in Latin. 2 However, formal education on how to teach has been generally lacking in the curricula throughout medical schools. [3][4][5][6][7] Near-peer teachers (NPTs) have often served in medical schools for problem-based sessions, clinical skill courses, and providing lectures on clinical content. 8 The interest in NPTs has been growing in medical and health education, as it provides several benefits for the NPTs, the learner, and the institution. [9][10][11][12] For the NPTs, the perceived benefits were improved knowledge and understanding of clinical relevance, development of facilitation, effective communication, teaching skills,

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Section: Anatomy Course and Near-peer Teachers At The Universidad Aut...mentioning

confidence: 99%

Section: Anatomy Course and Near-peer Teachers At The Universidad Aut...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Payment with knowledge: A method for a training of anatomy near‐peer teachers and formation of future anatomists

Guerrero‐Mendivil

Elizondo‐Omaña

Jacobo‐Baca

et al. 2023

Anatomical Sciences Ed

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Peer Teaching in Undergraduate Medical Education: What are the Learning Outputs for the Student-Teachers? A Systematic Review

Tanveer,

Mildestvedt,

Skjærseth

et al. 2023

AMEP

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Introduction To achieve quality in medical education, peer teaching, understood as students taking on roles as educators for peers, is frequently used as a teaching intervention. While the benefits of peer teaching for learners and faculty are described in detail in the literature, less attention is given to the learning outputs for the student-teachers. This systematic review focuses on the learning outputs for medical undergraduates acting as student-teachers in the last decade (2012–2022). Aim Our aim is to describe what learning outputs student-teachers have from peer teaching, and map what research methods are used to assess the outputs. We defined learning outputs in a broad sense, including all types of learning experiences, intended and non-intended, associated with being a peer teacher. Methods A literature search was conducted in four electronic databases. Title, abstract and full text were screened by 8 independent reviewers and selection was based on predefined eligibility criteria. We excluded papers not describing structured peer teaching interventions with student-teachers in a formalized role. From the included articles we extracted information about the learning outputs of being a student-teacher as medical undergraduate. Results From 668 potential titles, 100 were obtained as full-texts, and 45 selected after close examination, group deliberation, updated search and quality assessment using MERSQI score (average score 10/18). Most articles reported learning outputs using mixed methods (67%). Student-teachers reported an increase in subject-specific learning (62%), pedagogical knowledge and skills (49%), personal outputs (31%) and generic skills (38%). Most articles reported outputs using self-reported data (91%). Conclusion Although there are few studies that systematically investigate student-teachers learning outputs, evidence suggests that peer teaching offers learning outputs for the student-teachers and helps them become better physicians. Further research is needed to enhance learning outputs for student-teachers and systematically investigate student-teachers’ learning outputs and its impact on student-teachers.

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Exploring the Educational Value of Popular Culture in Web-Based Medical Education: Pre-Post Study on Teaching Jaundice Using “The Simpsons”

Dalavaye,

Baskaran,

Mukhopadhyay

et al. 2023

JMIR Med Educ

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Background The potential of popular culture as a tool for knowledge delivery and enhancing engagement in education is promising but not extensively studied. Furthermore, concerns exist regarding learning fatigue due to increased reliance on videoconferencing platforms following the COVID-19 pandemic. To ensure effective web-based teaching sessions that maintain attention spans and enhance understanding, innovative solutions are necessary. Objective This study aims to evaluate the use of specific popular culture case studies to enhance student engagement in a web-based near-peer teaching session. Methods We delivered a web-based teaching session to undergraduate medical students in the United Kingdom. The session included clinical vignettes and single-best-answer questions using characters from “The Simpsons” television show as patient analogies for various causes of jaundice. A pre-post survey, employing a 7-point Likert scale, was distributed to gather data from participants. Results A total of 53 survey responses were collected. Participants reported significantly improved understanding of jaundice after the session compared to before the session (median 6, IQR 5-6 vs median 4, IQR 3-4.5; P<.001). The majority of participants agreed that the inclusion of “The Simpsons” characters enhanced their knowledge and made the teaching session more memorable and engaging (memorability: median 6, IQR 5-7; engagement: median 6, IQR 5-7). Conclusions When appropriately integrated, popular culture can effectively engage students and improve self-perceived knowledge retention. “The Simpsons” characters can be used pedagogically and professionally as patient analogies to deliver teaching on the topic of jaundice.

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Evaluation of Online Near-Peer Teaching for Penultimate-Year Objective Structured Clinical Examinations in the COVID-19 Era: Longitudinal Study

Cited by 6 publications

References 24 publications

Payment with knowledge: A method for a training of anatomy near‐peer teachers and formation of future anatomists

Payment with knowledge: A method for a training of anatomy near‐peer teachers and formation of future anatomists

Peer Teaching in Undergraduate Medical Education: What are the Learning Outputs for the Student-Teachers? A Systematic Review

Exploring the Educational Value of Popular Culture in Web-Based Medical Education: Pre-Post Study on Teaching Jaundice Using “The Simpsons”

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