To observe or not to observe peers when learning physical examination skills; that is the question

Abstract

BackgroundLearning physical examination skills is an essential element of medical education. Teaching strategies include practicing the skills either alone or in-group. It is unclear whether students benefit more from training these skills individually or in a group, as the latter allows them to observing their peers. The present study, conducted in a naturalistic setting, investigated the effects of peer observation on mastering psychomotor skills necessary for physical examination.MethodsThe study included 185 2nd-year medical students, participating in a regular head-to-toe physical examination learning activity. Students were assigned either to a single-student condition (n = 65), in which participants practiced alone with a patient instructor, or to a multiple-student condition (n = 120), in which participants practiced in triads under patient instructor supervision. The students subsequently carried out a complete examination that was videotaped and subsequently evaluated. Student’s performance was used as a measure of learning.ResultsStudents in the multiple-student condition learned more than those who practiced alone (81% vs 76%, p < 0.004). This result possibly derived from a positive effect of observing peers; students who had the possibility to observe a peer (the second and third students in the groups) performed better than students who did not have this possibility (84% vs 76%, p <. 001). There was no advantage of observing more than one peer (83.7% vs 84.1%, p > .05).ConclusionsThe opportunity to observe a peer during practice seemed to improve the acquisition of physical examination skills. By using small groups instead of individual training to teach physical examination skills, health sciences educational programs may provide students with opportunities to improve their performance by learning from their peers through modelling.

Effect of dyad training on medical students’ cardiopulmonary resuscitation performance

“…In one study, second-year medical students who were taught physical examination skills in either triads or singly had the highest performance in multiple-student conditions, and this improvement was attributed to observation and learning through modeling. [19] Similar results were found in a more specified study for neurological physical examinations for lower back pain. [20] One of the possible mechanisms of cooperative learning and peer observation that make them beneficial for student learning is the opportunity to observe peers modeling a performance, especially when high-performing peers are observed.…”

Art, anatomy, and medicine: Is there a place for art in medical education?

“…This results in greater cost to the medical service and a loss of clinical skills (Smith-Bindman et al, 2008). In more recent years, medical schools have therefore given greater emphasis to the teaching of clinical examination skills (Martineau et al, 2013).…”

Student-Centered Learning in Relation to Class Performances and Soft Skills: A Meta-Analysis and Systematic Review

“…[1][2][3][4][5][6][7][8] On the other hand, other studies reported positive effect. [9][10][11][12][13][14][15][16] Moreover, prior studies also showed aspects of soft skills and attitude that were developed through the SCL. [17][18][19] Although research about SCL and its impact has been widely known, overall correlation of SCL to the class performances has not yet been established.…”