The benefits of a peer-assisted mock PACES

Siddiqui, Sarim; Siddiqui, Samee; Mustafa, Qamar; Rizvi, Abeer; Hossain, Ibtesham T.

doi:10.1111/tct.12658

Cited by 6 publications

(4 citation statements)

References 9 publications

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“…In a scoping review by Khan et al, peer assessors seem to benefit from improvement in feedback and teaching skills [9]. There are only few reported studies available on peer tutors who serve as assessors in a formative OSCE [2,4,9,[15][16][17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study

et al. 2020

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Background: Peer-assisted learning is well established in medical education; however, peer tutors rarely act as assessors for the OSCE. In the compulsory, near-peer teaching programme covering basic medical skills at the University of Heidelberg, peer tutors serve as assessors on a formative OSCE. This study aimed to investigate the feasibility and acceptance of peer assessors and to survey the perceived advantages and disadvantages of their use. Methods: In 2016 and 2017 all OSCE peer assessors (third to sixth-year medical students) and all of the peerassessed students in 2017 (second-year-medical students) were invited to participate in a survey. Both groups were asked to complete a tablet-based questionnaire immediately after the OSCE. Peer assessors were asked to rate eight statements and the peer-assessed students to rate seven statements on a five-point Likert scale. Both were asked to comment on the advantages and disadvantages of peer-assessors. Results: Overall, 74 of 76 peer assessors and 307 of 308 peer-assessed students participated in the study. 94% (67/74) of peer assessors and 90% (276/307) of the peer-assessed group thought that it is important to have peer tutors as assessors. Of the peer assessors, 92% (68/74) felt confident in giving structured feedback during the OSCE and 66% (49/74) felt they had improved their teaching skills. Of the peer-assessed students, 99% (306/307) were satisfied with their peers as OSCE assessors and 96% (292/307) considered the peer feedback during the OSCE as helpful. The participants mentioned structural benefits, such as lower costs, and suggested the quality of the OSCE was higher due to the use of peer assessors. The use of peer assessors was found to be beneficial for the learners in the form of highquality feedback and an overall reduction in stress. Furthermore, the use of peer assessors was found to be beneficial for the peer assessors (improved teaching and clinical skills). Conclusion: From a learner's perspective, the use of peer assessors for a formative OSCE that is part of a near-peer teaching program aimed at junior medical students is favourable for all. A broad implementation of peer assessment in the formative OSCE should be encouraged to investigate effects on quality and stress-reduction.

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Section: Introductionmentioning

confidence: 99%

Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study

et al. 2020

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“…Moreover, we could not find any studies that compared VPL to peer-assisted learning (PAL). In PAL, senior students provide their junior colleagues with teaching and learning support, which has the advantages that trainees often consider peer-trainers to be more approachable than faculty staff, and trainers are more familiar with courses because they have already passed them (Siddiqui et al, 2018). PAL is often used to teach clinical reasoning and practical skills in skills laboratories (Field et al, 2004), and it plays an integral part in so called student-run free clinics (Meah, Smith and Thomas, 2009).…”

Section: Introductionmentioning

confidence: 99%

Enthusiastic Academic and Support Service Staff as an Agent for Change: A Case Study Based on a Project in African Higher Education Institutes

Haaranen¹,

Saarti²

2020

EJEL

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The aim of this case study was to evaluate whether there had been educational changes and if so, in which phases of implementation and institutionalization in three African higher education institutions. The changes were evaluated from the point-of-view of trainees in the field of e-learning and library services during the project conducted in 2013-2015. Written texts and visual material were analysed using qualitative content analysis. The enthusiasm and mutual pedagogical understanding of the academic and support service staff were the key factors promoting the changes in the integration of e-learning and modern library services into everyday practices in these higher education institutions. The provision of suitable training and pedagogic skills to the academics and the support service staff made it possible dovetail these concepts to suit their home institution and provide them with a common language and value base that supported student learning.

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“…Roediger and Karpicke (2006) stated that testing can have direct and indirect effects on education. Improving information recall ability, is one of the direct benefits, also referred to as the 'testing effect' [4]. Examples of the indirect effect include more time directed to study and improvement in revision skills.…”

Section: Introductionmentioning

confidence: 99%

“…Examples of the indirect effect include more time directed to study and improvement in revision skills. Siddiqui et al (2017) investigated the effectiveness of a mock Practical Assessment of Clinical Examination Skills (PACES) to test fifth-year medical students [5]. They showed that their students felt significantly more confident after the mock, and 90.6% of students agreed that the mock PACES were more useful than a lecture-based format, bedside teaching or small group teaching to prepare for the examination.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy Students’ Opinions of Using Mock Questions to Prepare for Summative Examinations

Siab

Key

Morrissey

et al. 2020

Int J Curr Pharm Sci

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Objective: Mock questions are thought to benefit to students through help with learning, revealing specific areas of learning difficulties, practice examination timing and aiding a higher mark in the examination. The literature suggests practice questions have a direct impact on students’ academic performance and improving examination confidence. The aim of the study was to gather opinions of pharmacy students on using mock examinations and practice questions to prepare for summative examinations. Methods: Paper based questionnaires were distributed to all fourth year pharmacy students at the start of a university scheduled workshop session. The data was transcribed onto a Microsoft Excel™ spreadsheet and analysed. Results: Out of all fourth year pharmacy students 73% completed the questionnaire of which 91% had received access to mock questions but only 92% of those who had access used them. Common themes were identified; the benefits of using mock questions were ‘knowledge’, ‘examination style’ and ‘identification of weaknesses’. Furthermore, most participants chose ‘Year 3 Calculations exam’ (62%) as the most useful summative examination for which to use mock questions. Conclusion: Mock questions have a place in improving the performance of pharmacy students in examinations. The study results showed that the majority of participants who used mock questions found them to be useful in promoting learning, revealing specific areas of learning difficulties, improving awareness of examination structure, practicing their ability to apply knowledge to questions under examination conditions and to motivate students to revise more using better strategies.

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The benefits of a peer-assisted mock PACES

Cited by 6 publications

References 9 publications

Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study

Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study

Enthusiastic Academic and Support Service Staff as an Agent for Change: A Case Study Based on a Project in African Higher Education Institutes

Pharmacy Students’ Opinions of Using Mock Questions to Prepare for Summative Examinations

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