Incorporating Near Peers for Teaching and Fast Feedback in a Rapidly Developed Virtual Pediatric Clerkship Curriculum in Response to the COVID Pandemic

Friedman, Sara L.; Craddock, Kirsten E.; Pitkowsky, Zachary; Catallozzi, Marina

doi:10.1007/s40670-021-01250-w

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…Educational methods and strategies have been changing recently due to the coronavirus disease 2019 (COVID-19) pandemic. As socially-distanced learning has been employed by many colleges since the COVID-19 pandemic, there is an increased emphasis on nursing students having acceptable self-directed ability [ 54 ]. For example, medical and nursing educators have applied learning methods to improve clinical proficiency during the pandemic [ 55 , 56 ].…”

Section: Discussionmentioning

confidence: 99%

A Cross-Sectional Study: What Contributes to Nursing Students’ Clinical Reasoning Competence?

Hong

Jang

Lee

2021

IJERPH

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Clinical reasoning is a vital competence for nursing students, as it is required for solving problems arising in complex clinical situations. Identifying the factors that influence nursing students’ clinical reasoning competence in the social context can help their implicit educational needs. Therefore, this study aimed to determine the factors associated with developing clinical reasoning competency among undergraduate nursing students. In total, 206 senior nursing students were included in this study. Self-reported measures were used to obtain data on participants’ clinical reasoning competence, problem-solving abilities, academic self-efficacy, and level of clinical practicum stress. Relationships among continuous variables were analyzed using Pearson’s correlation coefficients. A multiple linear regression analysis was conducted to identify factors related to clinical reasoning competence. Our findings show that participants with better problem-solving abilities and academic self-efficacy perceived themselves as having higher levels of clinical reasoning competence. Nursing students with lower clinical practicum stress reported higher clinical reasoning competence. Significant factors identified were younger age and subcategories of problem-solving ability such as problem clarification, alternative solution development, planning/implementation, and self-regulated efficacy. Our findings highlight essential factors necessary for developing a nursing curriculum that contributes to professional nurses’ clinical reasoning competence.

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Section: Discussionmentioning

confidence: 99%

A Cross-Sectional Study: What Contributes to Nursing Students’ Clinical Reasoning Competence?

Hong

Jang

Lee

2021

IJERPH

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“…Similarly, students at the University of Malta found web-based, small-group tutorials for anatomy teaching to be ineffective [ 15 ]. In contrast, student examination scores, engagement in teaching activities, and evaluations of a web-based pediatric clinical clerkship based on hybrid learning principles and NPT were similar to in-person clerkship outcomes [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Observed Interactions, Challenges, and Opportunities in Student-Led, Web-Based Near-Peer Teaching for Medical Students: Interview Study Among Peer Learners and Peer Teachers

Chan¹,

Chan²,

Roed³

et al. 2023

JMIR Med Educ

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Background Near-peer teaching (NPT) is becoming an increasingly popular pedagogical tool in health professions education. Despite the shift in formal medical education from face-to-face teaching toward encompassing web-based learning activities, NPT has not experienced a similar transition. Apart from the few reports on NPT programs hastily converted to web-based learning in light of the COVID-19 pandemic, no studies to date have explored web-based learning in the specific context of NPT. Objective This qualitative study examined the nature of interactions among peer learners (PLs), peer teachers (PTs), and the learning content in a student-led, web-based NPT program for medical students. Methods A 5-month-long voluntary NPT program to support first- and second-year medical students’ biomedical science learning in the undergraduate medical curriculum was designed by 2 senior-year medical students and delivered by 25 PTs with 84 PLs participating. In total, 9 PLs and 3 PTs underwent individual semistructured interviews at the end of the program to explore general NPT experience, reasons for joining NPT, the effectiveness of NPT, the demand and importance of NPT, and the feasibility of incorporating NPT in the formal curriculum. Interview transcripts were analyzed using a thematic analysis approach. Results The first general theme focused on the nature of student-student, student-teacher, and student-content interactions. Although PLs were engaged in web-based NPT, there was minimal interaction between students, as most PLs preferred to learn passively and remain anonymous. PLs believed the web-based NPT learning process to be a unidirectional transmission of knowledge from teacher to learner, with the teacher responsible for driving the interactions. This was in sharp contrast to PTs’ expectation that both parties shared responsibility for learning in a collaborative effort. The second general theme identified the advantages and disadvantages of delivering NPT on a web platform, which were mainly convenience and teaching skills development and poor interactivity, respectively. Conclusions Student-led, web-based NPT offers a flexible and comfortable means of delivering academic and nonacademic guidance to medical students. However, the web-based mode of delivery presents unique challenges in facilitating meaningful interactions among PLs, PTs, and subject content. A blended learning approach may be best suited for this form of student-led NPT program to optimize its efficacy.

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“…Some authors have performed systematic reviews identifying challenges to medical education due to the pandemic and innovative solutions [14], others have assessed the perceptions and attitudes of medical students toward clinical training during the pandemic [15,16], while still others have argued that innovations in medical education due to COVID-19 should be studied as quality improvement [17]. Few studies have been performed describing changes to the pediatric clerkship due to COVID-19; one evaluated the virtual curriculum but did not compare it to other curricular models [18]. In this study, we analyze a single clerkship's response to the COVID-19 pandemic over time, and use student perceptions to evaluate three distinct curricular models.…”

Section: Introductionmentioning

confidence: 99%

Evolution of a Pediatric Clerkship in Response to COVID-19: Medical Student Perspectives

2022

Arch Pediatr

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Objective: To examine student perspectives on the evolution of the pediatric clerkship at New York Medical College (NYMC) in response to the Coronavirus disease 2019 (COVID-19) pandemic. We investigated three distinct clerkship models: traditional, virtual, and hybrid. Student perspectives were reviewed with consideration to achieving objectives, attaining clinical skills, and overall wellness. Methods: Forty-eight medical students who completed the pediatric clerkship at NYMC responded to an online Qualtrics survey. Responses were grouped and compared based on clerkship model attended (traditional, prior to COVID-19; virtual and hybrid, during COVID-19). In addition, standard post-clerkship evaluation forms were analyzed and reviewed for themes. Results: Survey results revealed that students identified deficiencies in the virtual model compared to the traditional model. These deficiencies were largely perceived to have been improved in the hybrid model. Five key themes emerged from analysis of post-clerkship evaluations including: (1) Participation in interdisciplinary teams, (2) Direct patient care, (3) Virtual learning material as supplements to clinical experiences, (4) Faculty teaching, feedback, and support, and (5) Self-directed study time. Conclusion: The pediatric clerkship at NYMC evolved throughout the COVID-19 pandemic. The hybrid curriculum model was perceived by students to be superior to a virtual curriculum.

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Incorporating Near Peers for Teaching and Fast Feedback in a Rapidly Developed Virtual Pediatric Clerkship Curriculum in Response to the COVID Pandemic

Cited by 4 publications

References 2 publications

A Cross-Sectional Study: What Contributes to Nursing Students’ Clinical Reasoning Competence?

A Cross-Sectional Study: What Contributes to Nursing Students’ Clinical Reasoning Competence?

Observed Interactions, Challenges, and Opportunities in Student-Led, Web-Based Near-Peer Teaching for Medical Students: Interview Study Among Peer Learners and Peer Teachers

Evolution of a Pediatric Clerkship in Response to COVID-19: Medical Student Perspectives

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