Senior medical students teaching the basic skills of history and physical examination

Barnes, H. Verdain; Albanese, Mark J.; Schroeder, James; Reiter, S

doi:10.1097/00001888-197805000-00014

Cited by 19 publications

(31 citation statements)

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“…35 Ten studies compared the academic performance of students who received peer tutoring to that of students who received faculty tutoring. Five studies did not detect a difference between the performance of students tutored by peers versus students tutored by faculty or staff members, 14,15,17,28,29 4 studies found mixed results, 30,[32][33][34] and 1 study found the performance of peer-tutored students to be better. 26 Validity and reliability information for each study's measure of student achievement or performance was evaluated.…”

Section: Resultsmentioning

confidence: 97%

“…Only 4 of the 20 studies provided evidence of the reliability of the assessment method. 15,23,32,33 Fewer studies provided evidence of validity. 23,33,35 Bridgham and Scarborough reviewed data from 2 years of peer tutoring, providing multiple measures of student performance and increasing the likelihood of obtaining valid and reliable data.…”

Section: Resultsmentioning

confidence: 99%

“…23 Barnes et al calculated an inter-rater reliability of 0.9 between physicians' ratings of videotapes of student performance. 15 Nestel and Kidd used videotaped student interviews of patients to measure performance. Trained independent assessors rated the videotaped interviews.…”

Section: Resultsmentioning

confidence: 99%

“…For example, a common weakness of the studies included was failure to blind those grading the academic performance when ratings were subjective. Of the studies that used either subjective methods 14,15,17,25,26,29,32,34 or failed to describe assessment methods, 16,20,21,23,24,27,30,31 only 1 group of investigators blinded the graders. 15 Another potential weakness of the studies under review is nonrandom exclusion of participants.…”

Section: Resultsmentioning

confidence: 99%

“…Peer tutoring reinforces learned skills or assists students in obtaining greater understanding of the topics they are teaching. 5,[13][14][15] Those who are involved in peer tutoring also have more confidence. 16,17 Systematic reviews have been published on the efficacy of peer tutoring programs in elementary and secondary schools.…”

Section: Introductionmentioning

confidence: 99%

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Peer Tutoring Programs in Health Professions Schools

Santee

Garavalia²

2006

Am J Pharm Educ

106

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Objective. Peer tutoring programs may be one method of maintaining quality of pharmacy education in the face of growing student enrollment and a small faculty body. A critical review of the literature was performed to ascertain whether peer tutoring programs improve or maintain the academic performance of health care professional students. Methods. Various electronic databases and abstracts from past American Association of Colleges of Pharmacy's annual meetings were searched to identify pertinent research. Only those articles with quantitative data, an experimental design, and comparative statistical analysis were included for review.Results. Most studies found that peer tutoring had a positive impact on academic performance. These results may not be readily generalizable as there were numerous methodological flaws and limited descriptions of the programs and participants. Implications. Studies with better designs and more detail are needed to answer definitively whether peer tutoring is of benefit. Details of what resources were required should be included in the study to allow the reader to determine the feasibility of the intervention.

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Section: Resultsmentioning

confidence: 97%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Peer Tutoring Programs in Health Professions Schools

Santee

Garavalia²

2006

Am J Pharm Educ

106

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Teaching medical interviewing. A basic course on interviewing and the physician-patient relationship

Novack

Dubé²,

Goldstein³

1992

Archives of Internal Medicine

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Vertical integration of biochemistry and clinical medicine using a near‐peer learning model

Gallan

Offner

Symes

2016

Biochem Molecular Bio Educ

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Vertical integration has been extensively implemented across medical school curricula but has not been widely attempted in the field of biochemistry. We describe a novel curricular innovation in which a near-peer learning model was used to implement vertical integration in our medical school biochemistry course. Senior medical students developed and facilitated a case-based small group session for first year biochemistry students. Students were surveyed before and after the session on their attitudes about biochemistry, as well as the effectiveness of the session. Prior to the session, the students believed biochemistry was more important to understanding the basic science of medicine than it was to understanding clinical medicine or becoming a good physician. The session improved students' attitudes about the importance of biochemistry in clinical medicine, and after the session they now believe that understanding biochemistry is equally important to the basic sciences as clinical medicine. Students would like more sessions and believe the senior student facilitators were knowledgeable and effective teachers. The facilitators believe they improved their teaching skills. This novel combination of near-peer learning and vertical integration in biochemistry provided great benefit to both first year and senior medical students, and can serve as a model for other institutions. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):507-516, 2016.

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Senior medical students teaching the basic skills of history and physical examination

Cited by 19 publications

References 0 publications

Peer Tutoring Programs in Health Professions Schools

Peer Tutoring Programs in Health Professions Schools

Teaching medical interviewing. A basic course on interviewing and the physician-patient relationship

Vertical integration of biochemistry and clinical medicine using a near‐peer learning model

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