Near-Peer Tutor: A Solution For Quality Medical Education in Faculty Constraint Setting

Khapre, Meenakshi; Deol, Rupinder; Sharma, Anusha; Badyal, Dinesh

doi:10.7759/cureus.16416

Cited by 30 publications

(24 citation statements)

References 31 publications

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“…Our study found no significant differences between students’ perceptions of their near-peer tutors and their staff tutors, either in terms of facilitation or behaviour. These findings are consistent with those of a recent systematic review and meta-analysis of 16 studies of various health professions [ 26 ], which reported no meaningful difference in knowledge or skill scores among near-peer and expert teaching groups.…”

Section: Discussionsupporting

confidence: 92%

“…Also like ours, Khapre et al's [26] study found that students felt more comfortable with near-peer tutors because of the latter's ability to create more relaxing learning environments, which in turn allowed them to ask and answer questions more openly and without fear of criticism. However, our participants also mentioned that near-peer tutors were better than staff ones at understanding their frustrations and seeing things from their perspective, which also made discussion easier.…”

Section: Social Cognitive and Professional Congruencesupporting

confidence: 53%

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Near-peer teaching in problem-based learning: Perspectives from tutors and tutees

Zheng

Wang

2022

PLoS ONE

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Introduction This study explores how tutors and tutees perceived their teaching and learning experience in a near-peer teaching programme within a formal undergraduate medical-education curriculum. Methods This mixed-methods study was conducted in an Asian medical school. First, a survey was administered to two groups of students, one that had been tutored by near-peers, and another with faculty tutors. Then, the near-peer tutors were interviewed and wrote reflection essays that the researchers collected. Quantitative analysis was used to analyse the survey responses, and qualitative analysis to analyse the interview and reflection data. Results Our study found no difference between near-peer tutees’ and faculty tutees’ perceptions of either tutor facilitation or tutor behaviours. Also, when near-peer tutors explained how their experience of delivering tutoring had influenced their professional-identity formation, they highlighted that they had gained skills important to their future careers as medical educators. Conclusion Integrating near-peer teaching into undergraduate medical curricula could be beneficial to both tutors and tutees because of the social, cognitive, and professional congruence between these two groups, and due to its likely positive influence on their professional-identity formation.

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Section: Discussionsupporting

confidence: 92%

Section: Social Cognitive and Professional Congruencesupporting

confidence: 53%

Near-peer teaching in problem-based learning: Perspectives from tutors and tutees

Zheng

Wang

2022

PLoS ONE

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“…Our findings on the need for comprehensive efforts to prepare students to be near-peer teachers are in line with those of previous researchers (Khapre et al 2021;Nestel & Kidd 2003;Tai et al 2017). Students who volunteer for peerteaching initiatives are more likely to present with effective teaching skills than those who choose not to volunteer.…”

Section: Discussionsupporting

confidence: 90%

“…Likewise, students participating in NPT show increased 'motivation through relevance and willingness to take intellectual risks' (Callese et al 2019, p. 3). Some authors claim that these advantages of NPT outweigh having topic experts as teachers (Burgess, McGregor & Mellis 2014;Taylor et al 2013), and there is growing evidence that the sensible use of peer teachers does not negatively impact academic achievements and learning (Bene & Bergrus 2014;Burgess et al 2014;Khapre et al 2021;.…”

Section: Theme 1 Near-peer Teaching Introductionmentioning

confidence: 99%

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Khuabi¹,

Bardien²,

Beer³

et al. 2022

Human Functioning, Technology and Health

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements, editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published.v Research justificationThis book focuses on learning and teaching in rehabilitation sciences in an African context. This book is the second volume in the book series, 'Health, Functioning and Technology', and brings together the key themes of the series by focusing on how education can impact health and functioning through various innovative methods, including the use of technology. In this book, we discuss local contextual drivers for renewing rehabilitation professions curricula that support graduates to become competent, socially accountable and adaptable to change.

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“…The near-peer teaching model establishes an educational relationship between learners and lecturers of similar learner level in which the lecturers are more advanced within the eld of interest than the learners. 13 Near-peer teaching improves learner satisfaction and knowledge acquisition and has been shown to lead to superior ECG interpretation skills when compared to self-directed learning. 14,15 Near-peers often have a better understanding of learners' meta-cognitive needs, which may explain the effectiveness of near-peer teaching models.…”

Section: Introductionmentioning

confidence: 99%

Implementation of a Longitudinal, Near-Peer ECG Didactic Curriculum in an Internal Medicine Residency Program and Impact on ECG Interpretation Skills

Kaye

Khan

Gudleski

et al. 2023

Preprint

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Background To determine the impact of a longitudinal, near-peer, dedicated ECG didactic curriculum on internal medicine resident ability to accurately interpret ECGs. Methods This study employs a prospective cohort design. Internal medicine residents at University at Buffalo participated in monthly ECG didactic sessions over a 7-month period. Residents were invited to complete pre- and post-curriculum questionnaires. Responses were anonymous and participation voluntary. Data collected included basic demographics, career interest, exposure to clinical cardiology, and number of sessions attended. Residents were asked to interpret sixteen unique ECGs, divided evenly among eight common rhythms into both questionnaires. Pre- and post-curriculum cohorts were compared using t-tests and chi-square analyses. Associations between attendance, comfort level in interpretation, and number of correct interpretations were analyzed using Pearson correlations. Multivariate linear regression determined the strongest predictor of the number of correct ECG interpretations. Results The post-curriculum cohort correctly interpreted a significantly greater percentage of ECGs compared to pre-curriculum cohort (74.5% vs. 60.9%, p < 0.001). Didactic attendance was significantly associated with comfort level in interpreting ECGs (r = .328, p = .018) and trended towards an increased number of correct interpretations (r = .248, p = .077). Residents who attended three or more sessions demonstrated increased ECG interpretation skills compared to those who attended two or fewer sessions (80.0% vs. 71.1%, p = 0.048). Number of clinical cardiology rotations attended was significantly associated with correct interpretations (r = .310, p < .001) and was the strongest predictor of accurately interpreting ECGs (β = 0.29, p = .037). Conclusions Participation in a longitudinal, near-peer ECG didactic curriculum improved resident ability to interpret ECGs. A curriculum which contains both didactic sessions and clinical exposure may offer the greatest benefit in improving ECG interpretation skills.

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Near-Peer Tutor: A Solution For Quality Medical Education in Faculty Constraint Setting

Cited by 30 publications

References 31 publications

Near-peer teaching in problem-based learning: Perspectives from tutors and tutees

Near-peer teaching in problem-based learning: Perspectives from tutors and tutees

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

Implementation of a Longitudinal, Near-Peer ECG Didactic Curriculum in an Internal Medicine Residency Program and Impact on ECG Interpretation Skills

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