Head and Neck Anatomy: Effect of Focussed Near-Peer Teaching on Anatomical Confidence in Undergraduate Medical Students

Morris, Simon; Osborne, Max Sallis; Bowyer, Duncan

doi:10.1016/j.jsurg.2018.04.013

Cited by 18 publications

(21 citation statements)

References 10 publications

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“…It is based on the theory of cognitive congruence, where peer-teachers and their students share a similar knowledge base and learning experience, thus allowing peer-teachers to explain concepts at an appropriate level [ 4 ]. This technique has been demonstrated to be effective in the teaching of anatomy and surgical skills [ 5 , 6 ]. The benefits of peer-led sessions include: high tutor:student ratios, a relaxed atmosphere, and the ability to arrange more frequent sessions [ 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a multi-session combined near-peer and faculty-led surgical skills course on self-perceived ability to perform basic surgical skills

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Morris

Kulkarni

et al. 2020

Annals of Medicine and Surgery

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Background Newly qualified UK doctors report feeling unprepared to perform basic practical procedures. The Royal College of Surgeons of England (RCSEng) responded to this concern by developing a national surgical curriculum, however, a national survey of UK medical schools identified that surgical skills teaching is inconsistent throughout the UK. Peer assisted teaching sessions are delivered by senior students to junior peers and have been demonstrated to be effective in a number of settings. We aimed to develop a peer-led surgical skills course for medical students and assess its efficacy in teaching surgical skills. Methods Combined near-peer and faculty-led teaching sessions were delivered to medical students (N = 14). We assessed for confidence in these skills using pre- and post-course Likert scale questionnaires to determine self-perceived benefit. Results Overall, student confidence in all skills improved by +1.254 (p < 0.0001). Individually, confidence in every skill increased significantly, including continuous suturing, knot tying and excision and closure, which improved by +1.45 (p < 0.001), +1.22 (p < 0.05) and +1.59 (p < 0.0001), respectively. Discussion This study demonstrates that teaching provided through near-peer faculty improves medical student confidence in basic surgical skills. A similar course design could be implemented in other UK medical schools to improve the surgical skills of newly graduated doctors

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Section: Introductionmentioning

confidence: 99%

Effectiveness of a multi-session combined near-peer and faculty-led surgical skills course on self-perceived ability to perform basic surgical skills

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Morris

Kulkarni

et al. 2020

Annals of Medicine and Surgery

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“…Forty-four studies underwent full-text analysis (Table 4). 6–8,10–14,20–55 Of these studies, 38 were excluded for failing to meet our inclusion criteria. Six studies were then rigorously assessed for their risk of bias levels, after which one study was excluded because of a critical risk of bias.…”

Section: Resultsmentioning

confidence: 99%

“…9 Morris et al . 10 found, in their pre-course questionnaires, that 74 per cent of the students felt their undergraduate anatomy teaching to be insufficient; specifically, 71 per cent believed there had been insufficient coverage of head and neck anatomy at medical school. This highlights the limited time and priority given to ENT topics by medical schools.…”

Section: Introductionmentioning

confidence: 99%

Current innovations in otolaryngology medical education in the UK: a systematic literature review

2020

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ObjectiveRecent studies have indicated a lack of ENT training at the undergraduate and post-graduate levels. This study aimed to review the impact of recent educational innovations in improving ENT training for medical students and junior doctors in the UK.MethodsThree independent investigators conducted a literature search of published articles on ENT education. Included studies were analysed using qualitative synthesis methods.ResultsAn initial search yielded 2008 articles; 44 underwent full-text evaluation and 5 were included for final analysis. Most included studies demonstrated benefits for students when compared to existing teaching standards in terms of objective assessment (knowledge and skills gained) or subjective assessment (confidence and preference) following implemented educational innovations.ConclusionThis study identified educational innovations developed in the past 15 years to enhance the teaching of core ENT competencies. More research is needed to establish their impact on the state of ENT medical education in the UK.

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“…The benefits of using near‐peer teaching, where near‐peer tutors and tutees can communicate more efficiently due to cognitive congruence and minimal social distance (Lockspeiser et al, 2008), have also been described specifically in the anatomy setting. Near‐peer teaching effectiveness has been demonstrated among medical students of the same class (Jackson and Evans, 2012), among senior and junior medical students (Evans and Cuffe, 2009; Reyes‐Hernández et al, 2015; Morris et al, 2018), and interprofessionally between senior physical therapy students and junior medical students (Shields et al, 2015). However, all of these studies were unidirectional in that one student group acted as the tutor and one student group acted as the tutee throughout the activity.…”

Section: Discussionmentioning

confidence: 99%

Professional Attitudes in Health Professions' Education: The Effects of an Anatomy Near‐Peer Learning Activity

Merati

Murphy‐Buske

Alfaro

et al. 2020

Anatomical Sciences Ed

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Interprofessional attitudes existing between healthcare disciplines can negatively impact communication and collaboration in the clinical setting. While human anatomy is a topic central to healthcare trainees, the potential of the anatomy laboratory to minimize negative interprofessional attitudes has yet to be characterized. This study aimed to assess the effects of an anatomy interprofessional near‐peer learning activity (AIP‐NPLA) on medical and nursing students' interprofessional attitudes at McGill University. The authors employed a convergent parallel mixed methods study to explore participants' AIP‐NPLA experiences. The Attitudes to Health Professionals Questionnaire (AHPQ) was used pre‐ and post‐AIP‐NPLA to assess participants' attitudes toward their own and their counterpart profession. In addition, a focus group was held immediately following the AIP‐NPLA to explore participants' experiences and interprofessional perceptions. Quantitative results using a principal components analysis demonstrated significant changes in nursing students' responses between pre‐ and post‐AIP‐NPLA scoring, rating the medical profession as being more caring overall. Medical students' responses pre‐ and post‐AIP‐NPLA demonstrated no significant differences. Qualitative results also suggested a breakdown of negative attitudes, an increased understanding of inter‐ and intra‐professional roles, and the importance of interprofessional collaboration and mutual learning for their careers. These findings revealed that attitudes among healthcare trainees may be positively restructured in the anatomy laboratory, allowing for collaborative care to predominate in current and future clinical practices.

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Head and Neck Anatomy: Effect of Focussed Near-Peer Teaching on Anatomical Confidence in Undergraduate Medical Students

Cited by 18 publications

References 10 publications

Effectiveness of a multi-session combined near-peer and faculty-led surgical skills course on self-perceived ability to perform basic surgical skills

Effectiveness of a multi-session combined near-peer and faculty-led surgical skills course on self-perceived ability to perform basic surgical skills

Current innovations in otolaryngology medical education in the UK: a systematic literature review

Professional Attitudes in Health Professions' Education: The Effects of an Anatomy Near‐Peer Learning Activity

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