Early Psychiatry Experience Faculty Development: Preparing Preceptors to Facilitate Patient Interviews by Second-Year Medical Students With Debrief

Ahuja, Taranjeet; Fornari, Alice

doi:10.15766/mep_2374-8265.10350

Cited by 2 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We believe that the students' positive objective and subjective feedback indicates that they can benefit from facilitator training workshops in the same way that faculty have been shown to benefit. [3][4][5][6] Limitations One of the major limitations of this study is its small sample size.…”

Section: Discussionmentioning

confidence: 96%

“…Second, we were able to effectively train the standardized students to portray difficult scenarios as they had had experience with following scripts in the past as standardized patients. OSTE has been used by other institutions to evaluate faculty and resident teaching with medical student scenarios, [3][4][5][6] but at the time of our literature review, OSTE had not yet been used in evaluating medical students as teachers. We created a standardized classroom scenario to be used for medical student teaching practice without any formal assessment.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Training Medical Student Facilitators of Peer-Assisted Study Sessions Using an Objective Standardized Teaching Exercise

2020

View full text Add to dashboard Cite

Introduction: Peer-assisted study sessions (P.A.S.S.) are medical student-facilitated small-group sessions that aim to improve students' knowledge and performance in preclinical courses. Peer teaching has been shown to have a positive impact on academic performance of both learners and peer teachers. For peer teaching to be more effective, there is a need for training of peer teachers. We developed a facilitator training workshop to help to improve medical students' confidence in serving as P.A.S.S. facilitators. Methods: Participants were first-year medical students who were approved to become P.A.S.S. facilitators. We recruited facilitators to attend a training workshop and provided them with a training manual to use during the training session and as a resource after the session. We recruited five standardized students to participate in an objective standardized teaching exercise (OSTE). We asked facilitators to complete pre/post surveys before and after the workshop to indicate their level of confidence in facilitating the sessions and provide feedback on the workshop. Results: Nine P.A.S.S. facilitators participated in the training session. Analysis of pre-and postworkshop survey data showed a statistically significant increase in student confidence (p ࣘ .02). Discussion: Developing and implementing a formalized P.A.S.S. facilitator training manual and workshop with an OSTE helped improve students' confidence in facilitating an organized, effective, and interactive peer teaching session. Students' positive feedback on the OSTE suggests that OSTEs can be useful tools to help peer teachers learn skills to cope with challenging situations with students.

show abstract

Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Training Medical Student Facilitators of Peer-Assisted Study Sessions Using an Objective Standardized Teaching Exercise

2020

View full text Add to dashboard Cite

show abstract

Education Research: A Qualitative Study on Student Perceptions of Neurology and Psychiatry Clerkship Integration

2021

View full text Add to dashboard Cite

Objective:To explore student perceptions of the feasibility of neurology and psychiatry clerkship integration, including clinical education and competency evaluation, as there has been a call to improve undergraduate medical education integration of the disciplines to better develop physicians that can address nervous system disorders.Method:Via a constructivist grounded theory approach, we carried out five focus groups in 2016-2017 with 28 medical students who completed both independent clerkships. Investigator triangulation was used with iterative interpretation comparisons, and themes were identified using constant comparative analysis.Results:Three major themes arose: 1) combining the clerkships was not favorable as students need sufficient time to delve deeper in each discipline; 2) students did not observe an integrated clinical approach by faculty; 3) positive value of making links between neurology and psychiatry for effective patient care.Conclusions:Students emphasized the importance of making stronger links between the two disciplines for their learning and to improve patient care; however, they did not observe this clinical approach in the workplace. Students perceived that integration of neurology and psychiatry clerkships should occur via increased affinity of the complementary discipline by trainees and faculty in each specialty.

show abstract

Early Psychiatry Experience Faculty Development: Preparing Preceptors to Facilitate Patient Interviews by Second-Year Medical Students With Debrief

Cited by 2 publications

References 6 publications

Training Medical Student Facilitators of Peer-Assisted Study Sessions Using an Objective Standardized Teaching Exercise

Training Medical Student Facilitators of Peer-Assisted Study Sessions Using an Objective Standardized Teaching Exercise

Education Research: A Qualitative Study on Student Perceptions of Neurology and Psychiatry Clerkship Integration

Contact Info

Product

Resources

About