Student as a Clinical Teacher: Evaluation of Peer Teaching Experience in Clinical Education (original) (raw)
Related papers
Peer Teaching in Medical Education: Highlighting the Benefits and Challenges of Its Implementation
European Journal of Education and Pedagogy
Peer teaching is an educational strategy that embraces active learning, it explores the social dynamics and interactions as well as the communication and interpersonal skills that influence learning. Embedded within peer teaching as an educational strategy are several theories which promote active learning. It is very important to have a good understanding of the various philosophies underpinning the learning process, because of the numerous variables that have to be considered in order to make the implementation of peer teaching a successful exercise in the context of medical education. Based on the outcome of an extensive literature review together with field experience of the authors, the focus of the current paper will be to highlight the benefits and challenges that should be anticipated by medical educators who want to introduce peer teaching into their teaching and learning activities as part of innovation that would enhance active learning among their students.
Skills training of junior medical students: Can peer teaching be the solution?
African Journal of Health Professions Education, 2013
Background. The system-based curriculum of the Medical College of Alzaiem Alazhari University, Sudan, entails skills training for pre-clerkship students. The increased demands on full-time trained clinical teachers cannot be solved by employing part-time staff owing to the poor financial incentives that are offered. Objectives. To verify the feasibility of implementing a peer tutor model for skills training of junior students and to establish whether this model can overcome the shortage of clinical teachers. Methods. Eight selected and trained peer tutors participated in teaching certain aspects related to the basic skills module to 2nd-year students (N=144). Three sessions were prepared, conducted and implemented by peer tutors. The effectiveness of the experience was evaluated by an objective structured clinical examination (OSCE) and two questionnaires. Results. Junior students received the peer teaching sessions favourably and requested a continuation of the process. The performance of the tutees was good. Peer tutors enjoyed and benefited from this teaching method without it negatively affecting their own learning. Discussion. Our study demonstrated that a peer teaching educational model is feasible and can contribute to solving the problem of skills training of junior medical students. The peer teaching model is effective, provided the tutors are well trained and the educational experience is supervised. Conclusion. Peer-assisted learning is effective and beneficial for both tutors and tutees in resource-limited environments. It can contribute towards addressing the problem of skills training of junior medical students where there is a shortage of trained clinical teachers.
Perceptions On Reciprocal Peer Teaching Among Medical Students As Learners And As Tutors
Advances in Medical Education and Practice
has incorporated reciprocal peerteaching into the curriculum in the form of peer-led seminars. The aim was to evaluate this program and ascertain student perceptions. Methods: A cross-sectional survey of medical students attached to the Internal Medicine I and II courses was conducted in 2018. The questionnaire evaluated perceptions about the peer-teaching program, tutors' knowledge, skills and attitudes, both from a student and a tutor perspective. Results: Based on a 63% response rate from a total of 410 students, 34.5% of learners agreed that peer-tutoring was the most effective method of clinical teaching and 30.3% disagreed. More students reported that peer-led seminars did not prepare them for their exams (38.4%) compared to those who reported it did (27.9%). More than 40% of participants reported the tutors were approachable, created a welcoming learning environment and provided targeted information. From a tutor perspective, more than 70% of participants reported that they developed personally and professionally, improved their collaborative, communication, tutoring and presentation skills and confidence. Female students reported they benefited more as tutors compared to male students. Conclusion: Students regard obligatory reciprocal peer-teaching in the form of peer-led seminars as similar to faculty teaching and an overwhelming majority report that they benefit both personally and professionally from leading seminars. As doctors are expected to teach and train younger generations, medical schools should prepare all students for such roles. A system that provides an opportunity for every student to become a peer-teacher can fulfil this need.
SN Social Sciences
This study aimed at describing how well the goals of a peer teaching initiative implemented over a two-year period were achieved at a South African medical school from the students' perspective. We conducted a mixed method study to elicit the perspectives of 5th year medical students who had recently completed a course that involved peer teaching during the 2016 academic year. Participants were purposefully sampled, and data were collected through focus group discussion (FGD) for the qualitative phase, and semi-structured questionnaires for the quantitative phase of the study. The FGDs were audiotaped, transcribed, and analyzed thematically, using an inductive approach to identify the emerging themes. The quantitative data obtained from the semi-structured questionnaires were analyzed using descriptive analysis, and the results presented in percentages and frequencies. A total of twenty-seven respondents took part in three FGDs, each group comprised nine participants. The number of completed semi-structured questionnaires were sixty-six. Three major themes emerged from the results namely, being a peer teacher, being a peer learner, and students' recommendations. The results showed that the implementation of peer teaching exercise motivated active learning among the students who 'taught' their peers, firstly, through their preparation for the peer teaching activity and secondly through the actual teaching itself. However, this kind of motivation was not reported by the participants who were not opportune to 'teach' during the exercise. The implementation of peer teaching model is effective in promoting active learning among medical students. Further research is needed to refine the strategies adopted and to identify alternative activities other than "teaching" during peer teaching exercise.
Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school
Advances in Medical Education and Practice, 2011
International interest in peer-teaching and peer-assisted learning (PAL) during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short-and long-term impacts on learning outcomes and clinical practice. Objective: To summarize and critically appraise evidence presented on peer-teaching effectiveness and its impact on objective learning outcomes of medical students. Method: A literature search was conducted in four electronic databases. Titles and abstracts were screened and selection was based on strict eligibility criteria after examining full-texts. Two reviewers used a standard review and analysis framework to independently extract data from each study. Discrepancies in opinions were resolved by discussion in consultation with other reviewers. Adapted models of "Kirkpatrick's Levels of Learning" were used to grade the impact size of study outcomes. Results: From 127 potential titles, 41 were obtained as full-texts, and 19 selected after close examination and group deliberation. Fifteen studies focused on student-learner outcomes and four on student-teacher learning outcomes. Ten studies utilized randomized allocation and the majority of study participants were self-selected volunteers. Written examinations and observed clinical evaluations were common study outcome assessments. Eleven studies provided student-teachers with formal teacher training. Overall, results suggest that peer-teaching, in highly selective contexts, achieves short-term learner outcomes that are comparable with those produced by faculty-based teaching. Furthermore, peer-teaching has beneficial effects on student-teacher learning outcomes. Conclusions: Peer-teaching in undergraduate medical programs is comparable to conventional teaching when utilized in selected contexts. There is evidence to suggest that participating student-teachers benefit academically and professionally. Long-term effects of peer-teaching during medical school remain poorly understood and future research should aim to address this.
Peer teaching experience of the first year medical students from Turkey
Journal of the College of Physicians and Surgeons--Pakistan: JCPSP
To document peer teaching activity performed by first-year medical students and their views on the teaching activity. Survey. Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year. Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program. Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 ± 14.3 in each program. St...
The use of peer teaching to promote active learning amongst senior medical students
2018
My name is Dr V Sukrajh and I would like to invite you to participate in a research project that aims to understand your perception of peer teaching as a form of active learning during the year rotation. Please take some time to read the information presented here, which will explain the details of this project and contact me if you require further explanation or clarification of any aspect of the study. Also, your participation is entirely voluntary and you are free to decline to participate. If you say no, this will not affect you negatively in any way whatsoever. You are also free to withdraw from the study at any point, even if you do agree to take part. This study has been approved by the Health Research Ethics Committee (HREC) at Stellenbosch University and will be conducted according to accepted and applicable National and International ethical guidelines and principles, including those of the international Declaration of Helsinki October 2008. Confidentiality and anonymity will be maintained throughout the gathering of information and all responses shared during the study be kept private. Data will be presented in an anonymous manner to protect the identities. The result of this study is to be presented to the Curriculum Development Committee as feedback to the changes made in the curriculum. This will assist the committee members on the decision forward on the use of peer teaching at senior students in the future.
Use of Peer Learning Model - in Clinical Skills Training Course
EXPERIMENTAL & CLINICAL MEDICINE GEORGIA
Introduction: In medical education, as in other fields, the role of teacher is sometimes played by students and residents themselves. "Peer learning" during residency, so-called RAE model, can be effective for residents, and their role is very valuable for faculty too. Objective: To find out how residents evaluate their work as teachers. Methods: Questionnaires of residents' (n-13) who worked at least one semester as so called "invited teachers" in the CSMS department of TSMU from 2019-2020 to 2021-2022 academic were analyzed. Results: All of the respondents positively evaluated "peer-learning activity". Great majority of residents (76,9% n=10) would strongly recommend to take part in such activity to their friends. Conclusions: Residents like to teach clinical skills and express a great desire to continue cooperation with our department. We consider it acceptable to recruit and regularly equip the department with young personnel, as it has positive impact on faculty and resident teachers are well received by medical students in the classroom.
JMIR Medical Education, 2021
Background The effectiveness of peer learning in clinical skill development is well recognized and researched, given the many benefits gained such as enhanced learning, alleviation of the burden on faculty, and early development of teaching skills for future doctors. However, little is known in terms of its effectiveness as an assessment tool and the extent to which peer assessment can be relied upon in the absence of faculty support. Objective This study was conducted to assess medical students’ perception toward peer learning, which is based on self-regulated learning as a tool of assessment, and to compare peer evaluation with faculty evaluation of clinical skill performance. Methods A cohort of 36 third-year medical students were exposed to peer learning (same-level) in clinical skills education for 3 months. A convergent mixed methods approach was adapted to collect data from 3 sources, namely, students’ perception of peer learning, performance scores, and reflective observatio...