Habilidades docentes en alumnos tutores en lectura crítica de investigación médica durante el internado de pregrado

Abstract

Introduction: Students may be tutors in clinical medicine and other areas.Objective: To evaluate the teaching abilities of students as tutors in a critical appraisal research course, during their internship. Material and Methods: Two groups were studied: G 1 (n=5) was taught by a Professor and included group discussions, and G 2 had four student tutors and engaged in sub-group discussions (n=10). The course lasted 40 hours and was conducted on the basis of resolving reading guide's in-house and referred discussion. Five instruments were applied: 1) critical reading including 108 items, 2) sub-group activities led by the professor, included 17 items, 3) student activities in sub-group discussions, with 18 items, 4) evaluation of the professor's qualitative characteristics by the students that included 8 items and 5) a self-evaluation of the student tutor consisting of 10 items. Instruments 1, 2 and 4 were evaluated before and after the course. Instrument 1 was graded by adding the correct answers and subtracting those that were incorrect; medians were recorded. Both groups were compared with Mann Whitney U and Wilcoxon tests, statistical weight and randomness. A Likert scale was also used with values ranging from 1 (minimum) to 4 (maximum), in instruments 2 to 5; the values were added and medians were used. Consistency was determined in instruments 1 to 4. Results: No significant differences were detected between both groups in critical reading before and after the interventions, although statistical weight did increase and randomness decreased in G 2 . Instruments 2, 3 and 4 (Cronbach's alpha > 0.75), reported adequate medians in almost all aspects; instrument 2 revealed almost maximum final results in G 2 . The tutors' affection for students increased. Discussion: Student tutors can develop complex teaching abilities and foster student learning. These strategies are underutilized in our milieu. en G 2 . Los instrumentos 2, 3, 4 (Alfa de Cronbach > 0.75) reportaron medianas adecuadas en casi todos los aspectos. En instrumento 2, resultados cercanos al máximo al final en G 2 . Los tutores incrementan el afecto por sus alumnos. Discusión: Alumnos tutores pueden desarrollar habilidades docentes complejas apoyando el aprendizaje en estudiantes. Estas estrategias están subutilizadas en nuestro medio.

Perception of medical students about courses based on peer-assisted learning in five Peruvian universities

“…This innovative method has demonstrated benefits for both peer teachers and learners. Some of the benefits for peer teachers are the development of complex teaching skills, leadership skills, communicative skills, a gain in self-confidence and learning consolidation [ 1 , 3 , 4 , 8 , 9 ]. The most important advantages for peer learners are the reinforcement of clinical knowledge, the facilitation of the learning process and the enhancement of their academic level [ 1 , 3 , 9 , 10 ].…”