PP27 The virtual near-peer teaching programme successes are comparable with traditional classroom teaching; a junior doctor perspective

Uddin, Aaliya; Laurent, Edward; Hussain, Shoaib Fahad; Toi, Teri; Seraj, Sanjid; Hadjittofi, Christopher; Niaz, Osamah; Haque, Samer-ul

doi:10.1136/bmjstel-2020-aspihconf.46

Cited by 3 publications

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“…During the transition to the Covid-19 pandemic, the majority of preclinical medical students at the University of Malta in departments of Medicine and Surgery perceived a positive learning experience following the shift to remote lectures; however, this was not the case for small group teaching (Cuschieri and Agius, 2020). In contrast, Uddin et al (2020) found that virtual NPT was an effective alternative to classroom learning in terms of overall quality, relevance, and usefulness from the perspective of the trainees.…”

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confidence: 90%

“…Although lecture‐style teaching is easily adapted to a video conferencing platform, kinesthetic learning and conversational didactic sessions, where students interact with other students and instructors, were largely disrupted by this switch (Cuschieri and Agius, 2020 ; Hilburg et al, 2020 ). Medical education has increasingly become team‐based, and shifting a team online inevitably disrupts its dynamic (Wayne et al, 2020 ). However, the disruption also provided an opportunity to try out alternate approaches to establish new methodologies.…”

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Is remote near‐peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid‐19 pandemic

Thom

Kimble

Qua

et al. 2021

Anatomical Sciences Ed

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In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula to online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (± SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post-hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06 / 5.00 for the class of 2023 and 3.57 / 5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η 2 = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.

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confidence: 90%

Section: Introductionmentioning

confidence: 99%

Is remote near‐peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid‐19 pandemic

Thom

Kimble

Qua

et al. 2021

Anatomical Sciences Ed

View full text Add to dashboard Cite

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

Chan¹,

Chan²,

Roed³

et al. 2022

Preprint

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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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PP27 The virtual near-peer teaching programme successes are comparable with traditional classroom teaching; a junior doctor perspective

Cited by 3 publications

References 1 publication

Is remote near‐peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid‐19 pandemic

Is remote near‐peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid‐19 pandemic

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

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

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