Peer-assisted learning: filling the gaps in basic science education for preclinical medical students

Sammaraiee, Yezen; Mistry, Ravi; Lim, Julian; Wittner, Liora; Deepak, Shantal; Lim, Gareth E.

doi:10.1152/advan.00017.2015

Cited by 20 publications

(11 citation statements)

References 33 publications

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“…The importance of training for successful peer teaching has been supported by others (Lockspeiser et al, 2008; Lachman et al, 2013; Sammaraiee et al, 2016; Johansson et al, 2018), who suggest that selecting the star students as PTs may not be the best strategy for a successful program (Topping, 1996). Knowledge of neuroanatomy, alone, does not guarantee that a student will become a good PT.…”

Section: Discussionmentioning

confidence: 93%

“…Peer‐tutors can be senior medical students, MSc or PhD students, or, when referring to a clinical setting, junior doctors, interns, residents, or clinical fellows. Most departments design a training program for the tutors in order to prepare them for their teaching role (Lachman et al, 2013; Aba Alkhail, 2015; Sammaraiee et al, 2016; Johansson et al, 2018). The success of these programs has been attributed to the ability of peer tutors and tutees to communicate more effectively and, therefore, create a more pleasant and productive learning environment (Allen and Boraks, 1978).…”

Section: Introductionmentioning

confidence: 99%

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Implementing Change in Neuroanatomy Education: Organization, Evolution, and Assessment of a Near‐Peer Teaching Program in an Undergraduate Medical School in Greece

Karamaroudis

Poulogiannopoulou

Sotiropoulos

et al. 2020

Anatomical Sciences Ed

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In light of the current shifts in medical education from traditional lectures to more active teaching modalities, a peer‐teaching program was introduced to a compulsory, second‐year neuroanatomy course. A cross‐sectional survey of 527 medical students in the six‐year medical program of the National and Kapodistrian University of Athens was administered. The primary aim of the survey, which was distributed to second‐ through sixth‐year medical students, who had completed the neuroanatomy course, was to assess student perception of peer teachers (PTs). Across the five years assessed, students increasingly acknowledged the contribution of PTs to their learning (P < 0.001). Attributes of PTs (e.g., contribution to learning, motivation, effective usage of material, and team environment) were significantly related to the student's opinion of the importance of laboratory activities (P < 0.001). Students who received “average” final grades scored the importance of laboratory exercises, and by inference PTs, significantly lower than students who received “excellent” final grades (P < 0.05). The amount of training that PTs had received was also significantly related to student perceptions of a PT's contribution. Better trained PTs were associated with significantly higher scores regarding learning, motivation, and positive environment compared to less trained PTs (P < 0.05). The results of the present study show that peer‐teaching was well received by students attending the neuroanatomy course. While the results express the evolution of the program across the years, the findings also show that learners believed that PTs and the laboratory program contributed significantly to their understanding of neuroanatomy.

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Section: Discussionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Implementing Change in Neuroanatomy Education: Organization, Evolution, and Assessment of a Near‐Peer Teaching Program in an Undergraduate Medical School in Greece

Karamaroudis

Poulogiannopoulou

Sotiropoulos

et al. 2020

Anatomical Sciences Ed

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“…Although many people think the LBL teaching mode is not as good as other teaching modes [ 9 – 12 ], different teaching modes have different advantages. If the LBL teaching mode is used properly, the LBL teaching mode can provide maximum benefits.…”

Section: Discussionmentioning

confidence: 99%

Using integrated problem- and lecture-based learning teaching modes for imaging diagnosis education

et al. 2018

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BackgroundThere are two parts included in traditional imaging diagnosis teaching: theoretical lessons and experimental lessons. Most of the time, the experimental lesson is a review of the theoretical lesson. The teacher is the centre of the course and students are passive learners. Thus, in this study we included the patient problem of the imaging centre in our imaging diagnosis education. The traditional theoretical lessen was used to discuss prior knowledge, the discussion and analysis of patient problems was arranged under class, and the experimental lesson was used to synthesize and test the newly acquired information. The aim of this study is to determine whether or not integration of problem- and lecture-based learning teaching modes in imaging diagnosis education was associated with a good teaching effect. Forty-six of sixty students (76.7%) like integrated problem- and lecture-based learning teaching mode and 53 of 60 students (88.3%) think that integrated problem- and lecture-based learning teaching mode can make their ability of self-study be improved.MethodsSixty students participated in a prospective study with a two-phase cross-over design. All of the students were divided into 2 groups of 30 each. In the first term, the first group participated in an integration of the problem- and lecture-based learning teaching mode, whereas students in the second group underwent the lecture-based learning teaching mode alone. During the second term, the teaching modes were exchanged between the two groups. A close-exam and survey were used to evaluate the teaching effect, and the data were analysed means of analysis of variance with a two-phase cross-over design and a χ2 test with a 2-tailed α of 0.05.ResultsThere was a statistically significant difference in the test scores between the integration of the problem- and lecture-based learning teaching mode and the lecture-based learning teaching mode alone (P < 0.05). The integration of problem- and lecture-based learning teaching mode was well-appraised.ConclusionIntegration of the problem- and lecture-based learning teaching modes in teaching imaging diagnosis education resulted in a good teaching effect.

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“…Research by Sammaraiee et al demonstrated this resource application to basic science labs and Shiozawa, et al specifically showed improved student learning of dissection skills. 18,19 Resource limited nations such as Zambia could benefit greatly with PAL methodology in other lab areas to help with sustainability and encourage academic advancement for the trainers.…”

Section: Discussionmentioning

confidence: 99%

Impact of a pre-clinical skills course with Peer Assisted Learning (PAL) on preparedness and confidence levels of medical students in Africa

Snyder

Chisenga

2017

han-j-cjgh

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Background: Many benefits of pre-clinical medical skills training have been documented in technologically advanced nations, and in the past decade these courses have been introduced to developing countries. Curriculum that can prepare and build confidence in medical students must be cost effective, evidence-based, and culturally sensitive in places where there are severe resource limitations. In 2013, an initial pre-clinical skills course without assessments was introduced to medical students in Zambia. Later that year, a more developed course was launched to a second cohort integrating Peer Assisted Learning (PAL) and assessments. These trainers were prepared in advance with instructions in standardized skills, learning theory, effective feedback techniques, and use of rubrics to insure good inter-rater reliability in teaching and assessments. Methods: A quantitative study surveyed 108 students utilizing convenience sampling and a written questionnaire. Data collected compared preparedness and confidence in performing clinical skills of the intervention cohorts with the control group (medical students who preceded pre-clinical skills training). Results: Preparedness responses increased from 36.1% of the students in the control group to 90.9% in the intervention group who had been exposed to the PAL course with assessments (p value <0.001). Student confidence levels in history taking, physical exam skills, procedures, and the application of critical thinking skills diagnostically also showed improvement from 11.5-29.5% range in the control group to 77.3-86.4% range in the PAL cohort (p value <0.001). Conclusions: Exposure to pre-clinical training program especially utilizing PAL with assessments had a positive impact on the sense of preparedness and confidence levels for medical students beginning their clinical training years at the University of Zambia. Integration of PAL influenced academic development, clinical procedural standardization, appropriate curriculum additions, transitional support, and program sustainability. PAL may have beneficial application extending to basic science lab instruction in resource limited environments. Recommendation for future research would be integration of qualitative triangulation and reduction of variables in confidence data reporting.

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Peer-assisted learning: filling the gaps in basic science education for preclinical medical students

Cited by 20 publications

References 33 publications

Implementing Change in Neuroanatomy Education: Organization, Evolution, and Assessment of a Near‐Peer Teaching Program in an Undergraduate Medical School in Greece

Implementing Change in Neuroanatomy Education: Organization, Evolution, and Assessment of a Near‐Peer Teaching Program in an Undergraduate Medical School in Greece

Using integrated problem- and lecture-based learning teaching modes for imaging diagnosis education

Impact of a pre-clinical skills course with Peer Assisted Learning (PAL) on preparedness and confidence levels of medical students in Africa

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