Near-peer teaching in osteopathy clinical education

Vaughan, Brett; Moore, Keri; Kleinbaum, Andre

doi:10.1016/j.ijosm.2017.04.001

Cited by 8 publications

(4 citation statements)

References 55 publications

(66 reference statements)

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“…The involvement of NP assessors in assessment tasks appears to have some value, and students agreed that the NP mark could contribute a small percentage to the overall grade. It may be that participating as a NP assessor offers them a chance to foster their assessment and feedback literacy [ 7 ]. NP assessment may also provide a sustainable approach to assessing learner work, benefitting all stakeholders.…”

Section: Discussionmentioning

confidence: 99%

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Learning through multiple lenses: analysis of self, peer, nearpeer, and faculty assessments of a clinical history-taking task in Australia

Fitzgerald¹,

Vaughan

2018

J Educ Eval Health Prof

Self Cite

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PurposePeer assessment provides a framework for developing expected skills and receiving feedback appropriate to the learner’s level. Near-peer (NP) assessment may elevate expectations and motivate learning. Feedback from peers and NPs may be a sustainable way to enhance student assessment feedback. This study analysed relationships among self, peer, NP, and faculty marking of an assessment and students’ attitudes towards marking by those various groups.MethodsA cross-sectional study design was used. Year 2 osteopathy students (n= 86) were invited to perform self and peer assessments of a clinical history-taking and communication skills assessment. NPs and faculty also marked the assessment. Year 2 students also completed a questionnaire on their attitudes to peer/NP marking. Descriptive statistics and the Spearman rho coefficient were used to evaluate relationships across marker groups.ResultsYear 2 students (n= 9), NPs (n= 3), and faculty (n= 5) were recruited. Correlations between self and peer (r= 0.38) and self and faculty (r= 0.43) marks were moderate. A weak correlation was observed between self and NP marks (r= 0.25). Perceptions of peer and NP marking varied, with over half of the cohort suggesting that peer or NP assessments should not contribute to their grade.ConclusionFraming peer and NP assessment as another feedback source may offer a sustainable method for enhancing feedback without overloading faculty resources. Multiple sources of feedback may assist in developing assessment literacy and calibrating students’ self-assessment capability. The small number of students recruited suggests some acceptability of peer and NP assessment; however, further work is required to increase its acceptability.

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Section: Discussionmentioning

confidence: 99%

“…NP teaching may be defined as instruction delivered by a more senior learner who is not a qualified professional. The benefits of NP teaching are thought to be related to the concepts of cognitive congruence and social congruence [ 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

Learning through multiple lenses: analysis of self, peer, nearpeer, and faculty assessments of a clinical history-taking task in Australia

Fitzgerald¹,

Vaughan

2018

J Educ Eval Health Prof

Self Cite

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“…[ 26 ] At a study in Australian, junior students were persuaded to observe more senior students while they are visiting patients. [ 27 ] Although peer-led education is not a common method in nursing education, it has recently attracted much attention by researchers. [ 15 28 ] Several studies revealed that peer-led education was an effective method for improving the clinical skills of nursing students.…”

Section: Discussionmentioning

confidence: 99%

Effect of classmate as peer-led education on clinical performance

Mehdipour‐Rabori

Nematollahi

Bagherian

2021

Journal of Education and Health Promotion

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BACKGROUND: Achieving an excellent clinical education by nursing students is one of the primary goals of any nursing school. Nursing educators try to use different methods to enhance clinical skills. One of them is a peer-led method that can be used in theoretical and clinical education. It is developing as a suitable educational method to promote health. This study assessed the effect of classmates as peer-led education on the clinical performance of nursing students. MATERIALS AND METHODS: This study was conducted using a mixed-method approach and a sequential explanatory design. In the quantitative phase, a quasi-experimental study with a two-group pre- and post-test design was conducted. The sample of this phase consisted of 70 nursing students (35 persons in each group) who were selected through random convenience sampling. The intervention group participated in a peer-led education program. The control group received routine training. The members of both groups completed the clinical performance checklist before, and after the intervention, The collected data were analyzed using SPSS V21 software using descriptive and inferential statistics. In the qualitative phase, the researchers interviewed 18 undergraduate students using semi-structured in-depth and face-to-face approaches. These participants were selected by purposive sampling method. Data were analyzed using conventional content analysis. MAX DATA 10 was used to categorize the data. To establish the reliability and validity of findings, Graneheim, and Landman's criteria were considered RESULTS: In the quantitative phase of the study, the results showed that the mean score of clinical performance was not statistically significant between the control and intervention groups before the intervention ( P > 0.05). At the same time, it was significantly different after the intervention ( P < 0.05), implying that the peer-led education of the intervention group significantly increased compared to that of the control. The main theme was “learning based on friendship,” which included two categories, namely “deep learning” and “learn in the shadow of relaxing.” CONCLUSION: Classmate as peer-led education could increase the ability of nursing students in clinical performance, and was able to enhance deep learning among them.

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“…During this program, seniors (shadowers), share their consecutive years of teaching and learning experience in clinical settings with freshmen (shadowees) [ 28 ]. The advantages of this program are as follows: ( i ) enhancing the participatory learning climate; ( ii ) empowering senior students to teach; ( iii ) improving communication skills among students of different levels; ( v ) consolidating the rudimentary knowledge of pre-clinical students; and, ( vi ) application of theoretical knowledge in practice [ 28 , 29 ]. According to previous studies, a major outcome of such programs is reducing learners’ stress and anxiety through educational and psychological supporting approaches, which in turn will enhance their job motivation [ 30 , 31 ].…”

Section: Introductionmentioning

confidence: 99%

Insights on my future job: implementing near-peer shadowing program for operating room freshmen

et al. 2022

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Background As a main challenge in paramedical faculties of medical sciences, freshmen lose interest in their academic field of study and then job motivation. Lack of developed knowledge about their academic field and unfamiliarity with their future job’s tasks and roles contribute to freshmen’s job motivation loss. Various interventional programs have been implemented to improve students’ job motivation by familiarizing them with their future job’s duties and responsibilities. Methods This was one-group pretest-posttest design study in 2019–2020. Students grouped into pairs of a freshman (shadowee) with a senior (shadower) in a clinical setting during shadowing program. This program helps freshmen to comprehend and discover realities of their academic field and can help them change their perspectives regarding their future job’s duties and responsibilities. The shadowees’ main task was reflective observation on operating room events and interactions and to be active in the program, several tasks e.g., how to wear gloves, guns, and disinfect equipment were assigned to them exclusively under the supervision of senior students. The Hackman and Oldham’s Job Diagnostic Survey (JDS) questionnaire and a novel Job Motivation Survey (JMS) questionnaire were distributed among participants. Results Fifty freshmen majoring in operating room participated in the shadowing program from November 2019 to January 2020. Before and after the program, they completed Hackman and Oldham’s job diagnostic survey and researcher-made job motivation survey questionnaires. Results were indicative of a significant difference in job diagnostic survey questionnaire score, where overall pre-test and post-test scores before and after the intervention were 57.78 (±9.78) and 68.58 (±5.02), respectively; the score difference was statistically significant (P < 0.001). Moreover, the overall pre-test and post-test scores of the job motivation survey questionnaire were 25.16 (± 9.75) and 39.80 (±5.18), respectively; this score difference was statistically significant (P < 0.001). Conclusion Shadowing program improved freshmen’s realistic perception of their future job’s duties and responsibility, and hence enhancing their job motivation and job recognition. As future work, in various disciplines, further studies need to evaluate the impact of such interventional programs in providing early insights for freshmen as well as in providing guidance on their plans for education, and future job.

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Near-peer teaching in osteopathy clinical education

Cited by 8 publications

References 55 publications

Learning through multiple lenses: analysis of self, peer, nearpeer, and faculty assessments of a clinical history-taking task in Australia

Learning through multiple lenses: analysis of self, peer, nearpeer, and faculty assessments of a clinical history-taking task in Australia

Effect of classmate as peer-led education on clinical performance

Insights on my future job: implementing near-peer shadowing program for operating room freshmen

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