Evaluation of the role of near-peer teaching in critical appraisal skills learning: a randomized crossover trial

Widyahening, Indah Suci; Findyartini, Ardi; Ranakusuma, Respati W.; Dewiasty, Esthika; Harimurti, Kuntjoro

doi:10.5116/ijme.5c39.b55b

Cited by 33 publications

(43 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…42 With the varying amount of questions used in other NPT programme tests, a further validated tool is required to determine the number of questions required in each test to provide a perfect balance between not detracting from valuable session time while also giving a true assessment of students’ knowledge. 40 43 44…”

Section: Discussionmentioning

confidence: 99%

Clinical Orthopaedic Teaching programme for Students (COTS)

Kumar

Stubley

Hashmi

et al. 2020

Postgraduate Medical Journal

View full text Add to dashboard Cite

IntroductionThere is a huge variation in the depth and breadth of content taught regarding orthopaedic examinations. Undergraduate students are often confused by the variability in examination teaching, therefore increasing concerns for upcoming objectively structured clinical examinations (OSCEs). Doctors, despite being expected to teach, rarely receive formal preparation, with only a handful of institutions providing necessary training. The Clinical Orthopaedic Teaching programme for Students (COTS) was designed to equip medical students with the knowledge to perform orthopaedic examinations and to synergistically provide senior students with the necessary experience for the future teaching required of them.MethodsSix fortnightly sessions were delivered, each focusing on a specific joint examination. Student and tutor recruitment were voluntary. Pre-session and post-session multiple-choice questions (MCQs) were provided to students to assess improvement in knowledge. Anonymous feedback forms were provided to both students and tutors.ResultsFrom 61 student responses, 98.4% of students stated that COTS met the learning outcomes, with content relevant for their medical curriculum. 96.7% supported COTS’ near-peer teaching (NPT) style for OSCE preparation. Based on a five-point Likert scale, students displayed a mean improvement in confidence (1.7±1.2, p<0.001) and MCQ scores (1.3±1.2, p<0.001). All 10 tutors perceived an improvement of their teaching skills and confidence to teach (1.0±0.9, p=0.016).ConclusionCOTS shows that an NPT style can be used to effectively teach orthopaedic examinations, with benefits for students and tutors. With our aim to refine and upscale this programme, we publish our pilot study findings to encourage similar teaching programmes to be adopted at other universities.

show abstract

Section: Discussionmentioning

confidence: 99%

Clinical Orthopaedic Teaching programme for Students (COTS)

Kumar

Stubley

Hashmi

et al. 2020

Postgraduate Medical Journal

View full text Add to dashboard Cite

show abstract

“…Based on faculty observation, the NPMs showed consistent maturity in their advice and growing awareness of their own limitations. Others have also reported that NPMs are as effective and are often better received than more formal tutors [22]. NPMs did not receive formal training for their roles having been previous participants in the program and their quality performance did not warrant it.…”

Section: Discussionmentioning

confidence: 99%

Alignment of roles of near-peer mentors for medical students underrepresented in medicine with medical education competencies: a qualitative study

2019

View full text Add to dashboard Cite

BackgroundMedical student learning experiences should facilitate progressive development of competencies required for practice. Medical school training opportunities have traditionally focused on acquiring medical knowledge and patient care competencies while affording less opportunity to receive feedback on practice-based improvement and system-based practice competencies. The Prematriculation program at the University of Minnesota Medical School Duluth Campus (UM MSD) utilized near-peer mentors to support the transition of students underrepresented in medicine, including American Indian/ Alaska Natives (AI/AN) and those from rural backgrounds, into medical school. The purpose of this study is to better define the role of near-peer mentors and explore the alignment of near-peer mentorship with the ACGME core competencies.MethodsAn important component of the Prematriculation program, designed to prepare incoming under-represented students for medical school, was the inclusion of near-peer mentors. The six near-peer mentors participated in semi-structured interviews or focus groups within 1 year of serving as a near-peer mentor. Themes emerged from open-coding of the transcripts.ResultsThe near-peer mentors drew on their own experiences to transmit information that supported the socialization of the matriculating students into medical school. Direct benefits to the mentors included solidifying their own understanding of medical knowledge and execution of procedural skills. Mentors provided examples of benefits related to their own development of interpersonal communication and professionalism skills. Operating in the context of the program provided opportunities to engage mentors in practice-based improvement and system-based practice.ConclusionsServing as a near-peer mentor offers significant benefits to medical students from backgrounds underrepresented in medicine. By taking on the peer mentoring leadership role, students progressed toward the competencies required of an effective physician. Given the importance of acquiring these competencies, it is worth considering how near-peer mentoring can be applied more broadly across the medical school curriculum.

show abstract

“…Several studies have shown that the outcome of near-peer programmes is as effective as consultant-and faculty-led teaching and are potentially more popular among trainees, possibly due to proximity in age and experience (13)(14)(15)(16)(17). Designing and participating in such programmes also provides trainees with teaching opportunities, enhances their knowledge of the subject and develops their communication, presentation and leadership skills.…”

Section: Discussionmentioning

confidence: 99%

A Near-Peer Surgical Teaching Programme for Junior Doctors

Hussain¹,

Toi²,

Laurent³

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: Surgical departments across the UK are having to mitigate increasing service demands, budget constraints and changes to work patterns, with their statutory duty to provide high-quality training and education. In an overstretched NHS, securing consultant-led teaching for junior doctors has become increasingly difficult leading to the rise of near-peer teaching. We evaluate the long-term effectiveness of a near-peer surgical teaching programme for junior doctors. Methods: We developed a rolling 12-week trainee-led, didactic surgical education programme for junior doctors and incorporated a three-tiered leadership and handover mechanism involving lead junior doctors, registrars and a lead consultant to ensure consistency and programme continuity. Junior doctors delivered presentations to their peers with close supervision and input from registrars. Participants provided session and supervision feedback using 5-point scales and free-text responses. Data was collected using Google Forms™ and analysed using student’s t-test on Microsoft Excel®. Results: 42 junior doctors responded to our end-of-programme feedback surveys covering December 2018 to April 2020. The overall programme (8.83±1.08/10), topic relevance (4.62±0.58/5), presentation quality (4.60±0.50/5) and supervisor knowledge (4.81±0.40/5) were rated highly by respondents. 95.2% (n=40) of respondents had attended more than 3 sessions and 71.4 % (n=30) had delivered teaching. Respondents also reported significant improvements in subject knowledge (3.72±0.92/5 to 4.50±0.56/5, P<0.0001), clinical confidence, presentation and teaching skills following each session. Conclusions: This long-term near-peer teaching programme addressed the educational needs of junior doctors and developed their presentation and organisational skills. Supervision and input from registrars facilitated discussion and reinforced key concepts. Our strategy also facilitated workplace-based assessments and familiarisation with local management protocols for new cohorts of doctors rotating in Surgery at Basildon University Hospital. We also recently adapted this into a virtual programme in response to the COVID-19 pandemic, maintaining clinical education and expanding our audience. The success of this programme highlights the role that trainees can play in designing, developing and coordinating an effective surgical teaching programme.

show abstract

Evaluation of the role of near-peer teaching in critical appraisal skills learning: a randomized crossover trial

Cited by 33 publications

References 27 publications

Clinical Orthopaedic Teaching programme for Students (COTS)

Clinical Orthopaedic Teaching programme for Students (COTS)

Alignment of roles of near-peer mentors for medical students underrepresented in medicine with medical education competencies: a qualitative study

A Near-Peer Surgical Teaching Programme for Junior Doctors

Contact Info

Product

Resources

About