Peer-Assisted Learning in a Longitudinal Hybrid Physical Exam Course

Swallow, Madisen; Wride, A. Mitchel; Donroe, Joseph H.

doi:10.1007/s40670-023-01755-6

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…Through one semester of the PAL course, the junior tutors said that it was an effective and valuable teaching method, which had a positive impact on their knowledge and skills as well as those of their students. [5] PAL has many benefits, such as the ability of the junior tutor to receive feedback from the students at any time during the course, the ability of the teacher to understand the course more comprehensively and have more energy to devote to other work, and the ability to improve the junior tutor's skills and career opportunities. However, SWOT analysis found shortcomings such as students' reliance on small tutors, reduced communication between students and teachers, and disrespectful attitudes among students.…”

Section: Swot Analysis Resultsmentioning

confidence: 99%

Application of Peer Assisted Learning in Secondary Vocational Programming Course

Luo,

Wang,

Mao

et al. 2024

Proceedings of the 3rd International Conference on New Media Development and Modernized Education, NMDME 2023, October 13–15, 2

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The epidemic has subsided, and the focus of education has returned to offline teaching. Combining the respective advantages of online and offline teaching, it is always an important task of education to introduce innovative teaching methods and solve the problems in teaching. [6] In current teaching, there are problems such as students' low enthusiasm, low participation and lack of self-confidence. In this paper, we integrate peer assisted learning into the teaching of computer science to explore whether this method can help solve the above problems.

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Section: Swot Analysis Resultsmentioning

confidence: 99%

Application of Peer Assisted Learning in Secondary Vocational Programming Course

Luo,

Wang,

Mao

et al. 2024

Proceedings of the 3rd International Conference on New Media Development and Modernized Education, NMDME 2023, October 13–15, 2

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“…Pre-OSCE didactics were provided to review interview content. The formative nature of the workshop, along with peer-assisted learning, 2 , 50 may have helped facilitate a collaborative environment. The faculty-led debrief after the OSCE specifically included space to process emotional responses.…”

Section: Discussionmentioning

confidence: 99%

A Comparison Between In-Person and Virtual Communication Skills OSCE for Medical Students

Choi,

Murtha,

Morrison

et al. 2024

Journal of Medical Education and Curricular Development

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Objectives This study investigates the effectiveness of a virtual format of an advanced communication skills observed structured clinical examination (OSCE) for senior medical students in comparison to an in-person format. The study also examines the emotional support students experience in the virtual setting. Our analysis was based on quantitative data collected through objective checklists and post-OSCE survey results. Methods The virtual OSCE was a revision of an earlier in-person formative advanced communication skills OSCE for fourth-year medical students. Student performances were assessed by self and peers using objective checklists—the modified Master Interview Rating Scale (mMIRS) and Communication Behavior Checklist (CBC). The mMIRS measured interview process such as avoiding jargon and demonstrating empathy. The CBC examined interview content which included tasks specific to the content of the case. The OSCE was followed by a faculty-led debrief and quantitative survey. The virtual OSCE was conducted in 2021, and the results of the checklists and survey were compared with those collected from two earlier in-person OSCEs. Results Eighty-three students participated in the virtual OSCE. There was no difference in mMIRS scores between the virtual and in-person OSCE. Overall CBC scores were lower in the virtual OSCE compared to in-person ( p < 0.05). Sixty-seven out of 83 (80.7%) students completed the post-OSCE survey. There were no differences between the virtual and in-person OSCE in terms of educational value, whether the OSCE would change the way participants talk to patients, and preparedness to have serious conversations with patients. All respondents somewhat or strongly agreed with feeling emotionally supported during the virtual OSCE. Conclusion The virtual format was a suitable alternative to an in-person, formative, advanced communication skills OSCE for medical students. The virtual OSCE was educationally effective and was met with student satisfaction and a sense of emotional support. Future virtual iterations must ensure adequate instruction on interview content.

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Peer-Assisted Learning in a Longitudinal Hybrid Physical Exam Course

Cited by 2 publications

References 9 publications

Application of Peer Assisted Learning in Secondary Vocational Programming Course

Application of Peer Assisted Learning in Secondary Vocational Programming Course

A Comparison Between In-Person and Virtual Communication Skills OSCE for Medical Students

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