Skills coaches as part of the educational team: A randomized controlled trial of teaching of a basic surgical skill in the laboratory setting

Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

“…Better OSCE results were reported for students taught by full-time faculty versus part-time faculty [64]. Regarding suturing skills, peer teaching and faculty teaching lead to equal practical test results [6] and there was also no difference between being taught by a non-surgical skills coach versus being taught by a surgeon [23]. For injections skills, peer-teaching lead to similar student skills like faculty teaching [59].…”

“…Several studies showed that being taught by instructed peers or trained personnel, generalists or specialists, leads to similar skill performance in medical students [1], [6], [18], [23], [59], [63]. However, one study demonstrated that students showed better performance of bladder catheterization after being taught by an expert [58] and students who had been taught by full-time faculty performed better than students who were taught by part-time faculty [64].…”

“…Essential for feedback is the direct observation of the student by the instructor which is especially challenging in the current clinical environment and supported by practical tips [16]. However, for certain basic practical skills, peer teachers [6] and non-physician educators [23] seem to serve equally well as substitute instructors.…”

Training on synthetic ethylene-vinyl acetate bench model allows novice medical students to acquire suture skills

“…This form of teaching and learning (different teaching sessions spread over weeks with feedback from the instructor) has been described as the most effective method for teaching basic technical skills 28 . However, the time and the number of faculty surgeons available for this form of training is reduced 28 ; the use of non-surgeon skills coaches 39 , trained students (students as teachers) 40,41 or surgical residents 42 as instructors can alleviate these limitations of the method.…”

The coaching process evaluation scale used in nursing education

“…The literature regarding coaching practices for medical and nursing students (Bing-you, Bertsch & Thompson, 2009;Debourgh, 2001;Geissler, Hasenbein, Kontouri & Wegener, 2014;Hayes & Kalmakis, 2008;Hom, 2003;Kelton, 2014;Kim et al, 2010;Ladyshewsky, 2006;LeBlanc & Sherbino, 2010;Rego et al, 2009;Singh et al, 2015), the coaching process (Hayes & Kalmakis, 2008;Hom, 2003;Kowalski & Casper, 2007;Lauire, 2000;NHS Leadership Centre, 2005;Wang & Millward, 2014), characteristics a coach should have (Hayes & Kalmakis, 2008;Kowalski & Casper, 2007;Lauire, 2000;Linder-Pelz, 2014;Mott, 1992;NHS Leadership Centre, 2005), and coaching strategies (Hayes & Kalmakis, 2008;Kowalski & Casper, 2007;Mott, 1992;NHS Leadership Centre, 2005;Tofade, 2010) was searched for. An item pool consisting of 52 items was generated.…”