The implementation of NPTs in the teaching of junior medical students appears to benefit both students and their near-peer colleagues. Involvement of NPTs in all facets of medical education through this rotation stands to not only foster potential interest in an academic pathway but also equip them with a variety of transferable skills which they can draw on as future educators in their profession.
ObjectivesTo determine the outcomes and acceptability of final-year students tutoring in Clinical Skills to Years 1-2 students in a 4-week Medical Education elective. MethodsA paper-based survey with 14 questions requiring responses on a Likert-like scale and 2 questions with free-text responses was used to investigate Year 6 student-tutor (n=45) and Years 1-2 tutee (n=348) perceptions of near-peer teaching in Clinical Skills. The independent t-test compared mean responses from student-tutors and tutees, and thematic analysis of free-text responses was conducted. ResultsTutee perceptions were significantly higher than student-tutor self-perceptions in small-group teaching and facilitation skills (p=0.000), teaching history-taking skills (p=0.046) and teaching physical examination skills (p=0.000). Perceptions in aspects of ‘Confidence in tutoring’ were not significantly different for student-tutors and tutees, with both having lowest perceptions for identifying and providing remediation for underperforming tutees. Student-tutors rated all areas of personal and professional development highly. Main themes emerging from analysis of student comments were the benefits to student-tutors, benefits to tutees and areas needing improvement, with outcomes of this near-peer teaching relating well to cognitive and social theories in the literature. ConclusionsBoth student tutors and their tutees perceived near-peer teaching in Clinical Skills to be acceptable and beneficial with particular implications for Medical Education.
Objectives: The aim of the study was to assess the acceptance and usefulness to students of a studentdeveloped portfolio of Guidelines (GLs) in clinical skills, as a tool for competency development in the early years of the undergraduate medical program. Methods: A mixed-method design was employed to explore students' perceptions of the general usefulness of their portfolio of GLs in focus group discussions. From the results of these discussions, a questionnaire was developed to ascertain the prevalence of the views that emerged from the qualitative data amongst a whole cohort of Year 6 students. Results: Students rated the usefulness of their portfolios very highly and the uses of the portfolios evolved as students progressed to their final year, when they were also able to perceive the importance of the acquisition skills required whilst developing their own GLs, for use in subsequent years. Conclusions: Based on the students' responses in Year 6, the student-developed portfolio of GLs in clinical skills was accepted and found useful. Other than being used as a tool for competency development, it also seems possible that the portfolio could be used as a tool for reflection in clinical skills, even in the early years.
Transition Pedagogy provided a framework for a case-study of the first year experience of students entering Medicine at the University of Adelaide. The first three dedicated areas of the Transition Pedagogy Model were investigated for the 2011 first year cohort. A mixed-methods research design was used with students, academic and administrative staff completing surveys and participating in focus groups. Results revealed that international students experienced a more positive transition to university than domestic students and investigation of strategies explored differences in the first year experience of the two groups in the three areas. International students participated in an International Program and, in comparison with domestic students, received an extended orientation process, additional scaffolding to engage in case-based learning and more consistent support in academic, administrative and personal matters. Evidence from this study supports changes to the first year medical program at this institution and others to improve student transition in the future.
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