Can We Use Peer-Assisted Learning to Teach Basic Surgical Skills?

Abstract

Background: It is reported that medical students do not receive adequate opportunities to learn surgical skill and are at risk of being unable to perform simple surgical procedures safely. The usefulness of peer-assisted learning (PAL) as a tool to assist in delivering surgical skills training is worth exploring. Methods: This is a randomised single blinded controlled trial. Fourth-year students from the university’s Surgical Society were asked to volunteer as peer tutors and those in 3rd-year were asked to undertake surgical skills training. A cohort of 35 students were selected and randomised to receive basic surgical skills training conducted either by faculty members or peers. The students’ performance of basic suturing skills was assessed using a checklist, through directly observed procedural skills (DOPS) technique. The assessment was conducted by faculty blinded to the training. Students’ perception to surgical skills training was assessed using a questionnaire survey. Results: The suturing and knotting skills of students learned from their peers was comparable to that acquired from faculty. The students’ perceived that their peers could conduct surgical skills training similar to their faculty. Conclusion: PAL approach for basic surgical skills training is as effective as faculty-led training. PAL has the potential to optimise the delivery of surgical skills training in undergraduate medical education.

Peer‐assisted learning in medical education: A systematic review and meta‐analysis

“…If the material covered in teaching was theoretical, the written exam outcome was chosen as the primary outcome of the study, whereas, if practical, then the OSCE outcome was reported. [29][30][31][32][33][34] Where continuous data could be extracted, the standardised mean differences (SMDs) with 95% CI were calculated for each study comparison. Where the mean or SD results were not reported, these were requested from the authors or, where possible and in the absence of a reply, calculated using the formula of Wan et al 35 Additionally, planned subgroup analyses included 1. analysis of effect of peer teaching in preclinical versus clinical medical education; 2. analysis of impact of peer teaching on practical/procedural skills (assessed by OSCE) versus theoretical knowledge (assessed by written examination); and 3. analysis of effect of peer teaching on short-term versus mediumterm knowledge retention.…”

“…The 27 articles eligible for inclusion are summarised in Table S2. A total of 2656 students and 225 student teachers (eight articles did not report the number of student teachers included 30,34,38,40,41,[45][46][47] ). Of the 27 studies, 13 involved preclinical students as subjects, whereas 14 studies involved clinical students.…”

“…Of the 27 studies, 13 involved preclinical students as subjects, whereas 14 studies involved clinical students. Terminology used to describe the programmes varied greatly and included peer training, 36,45 peer tutoring, 29,39,47 peer teaching, 31,32,[48][49][50] near-peer teaching, 37 peer-led teaching, 38 PAL 31,33,34,40,41,46,[51][52][53][54][55][56][57] and peer-assisted teaching. 30,58,59 OSCE results data were used in 17 studies 30-34,37, 45-48,50,52,53,55,57-59 and MCQ results for four studies.…”

“…30,58,59 OSCE results data were used in 17 studies 30-34,37, 45-48,50,52,53,55,57-59 and MCQ results for four studies. 29,49,52,56 In 13 studies, participants were exposed to a single learning event, [32][33][34]38,40,[46][47][48][49][50]53,55,59 rather than multiple study sessions, and it was primarily procedural practical skills that were taught. The frequency of instruction was variable.…”

Neck Pain among Medical Students during COVID-19 Pandemic: A Questionnaire Based Study

“…The majority of participants in our study are female (72.9%) and male (27.1%) which was in line with prior report (59.7%) for female and (40.3%) for male [13], but differs from other studies that reveal female percent (54%) while male (56%). [14] As we mentioned before about the importance of gender in our research related to neck pain, age is no less important in that, especially since increasing age is an important factor in increasing the problems of the neck in particular and the spine in general, but our focus was on medical students and their age groups, and the result was as follows: Mostly in our study the minimum age was 18 years old and maximum age was 30 years old, neck pain was commonly affected age 20-23 years old (72%), we suspect a low correlation between age and severity of neck pain because the students age (20-23) were most participants in our study. However, neck pain is not a new problem and it's widely distributed among all population especially medical students.…”