Formal Peer-Teaching in Medical School Improves Academic Performance: The MUSC Supplemental Instructor Program

Wong, Jeffrey G.; Waldrep, Thomas D.; Smith, Thomas

doi:10.1080/10401330701364551

Cited by 75 publications

(73 citation statements)

References 9 publications

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“…First, Wong et al (2007) found that peer educator academic performance was enhanced. [22] Second, Gözüm et al (2010) recommended that peers can support learning through continuous contact. Peer education can be utilized to enhance early diagnosis of breast tumors and breast cancer attentiveness in asymptomatic females.…”

Section: Discussionmentioning

confidence: 99%

Effect of application of peer learning strategy on obstetric and gynecological nursing students' clinical performance

Essa

Al-Battawi²,

demerdash³

et al. 2017

JNEP

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Background and objective: Peer learning is an efficient educational technique for nursing students. It equips them up for their future roles as instructors, promotes their psychomotor skills, and establishes their self-esteem. The current study aims to determine the effect of application of peer learning strategy on obstetric and gynecological nursing students' clinical performance. Methods: Quasi-experimental design was utilized. The study was carried out in the obstetric and gynecology skills lab at the Faculty of Nursing, Damanhour University, Albehera Governorate. It comprised a purposive sample of 160 undergraduate nursing students, enrolled in the Obstetric and Gynecology Nursing Department (second semester of the third year in academic year 2014-2015). They were equally randomly assigned to either one of two groups, intervention group (80) and control group (80). Three tools were used: First, a personal and academic questionnaire sheet. Second, students' performance observational checklist. Third, student feedback and satisfaction questionnaire. Results: It was shown that there was a statistically significant difference in clinical performance scores concerning the five tested clinical obstetric and gynecological procedures among the intervention and control group, where the intervention group was more satisfied and have positive feedback than the control group. Conclusions: Peer learning strategy is an efficient strategy in the improvement of nursing students' performance than traditional learning. The study recommended that implementation of peer learning strategy in clinical setting to increase the level of students' knowledge and clinical performance.

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Section: Discussionmentioning

confidence: 99%

Effect of application of peer learning strategy on obstetric and gynecological nursing students' clinical performance

Essa

Al-Battawi²,

demerdash³

et al. 2017

JNEP

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show abstract

“…This prepares the nursing students for their future roles as educators, builds their self esteem, and enhances their psychomotor skills and their attitudes [16][17][18][19][20][21] . As for nurse educators and faculty, peer teaching may reduce their workload in teaching, and provides them with more opportunities to observe and provide feedback to their students regarding their performance [22][23][24][25][26][27] .…”

Section: Introductionmentioning

confidence: 99%

Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course

El-Sayed

2013

JNEP

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Background: Peer teaching is an effective educational approach for nursing students. This prepares the students for their future roles as educators, builds their self esteem, and enhances their psychomotor skills and their attitudes. The aim of this study was to assess the effect of peer teaching in a nursing administration course on undergraduate nursing students' performance. Methods:The study was conducted at the Nursing Administration Department, Faculty of Nursing, Zagazig University using a quasi-experimental nonrandomized comparative design. All 338 nursing students enrolled in the 4th year were invited to participate, and 333 (266 females and 67 males) agreed. These were divided into two groups: study and control. Three tools were used for data collection: Student's Clinical Evaluation checklist, Clinical Teaching Preference Questionnaire, and Peer Teaching Experience Questionnaire. Results:The study findings indicate that the performance score of the nursing students who learned by peer teaching will be significantly better than those trained by assistant teaching staff in traditional clinical sessions. The students in this group agreed upon many benefits of the peer teaching both as providers (teachers) and consumers (students). Conclusion:The study findings add to the literature supporting the use of peer teaching approach in nursing education practical training. The approach is beneficial for enhancing students' acquisition of skills with better performance, in addition to building-up their teaching abilities, which are integral part of their future nursing role.

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“…The perceptions of student learners are useful in evaluating the program but it is also important that being in attendance at the sessions is effective in the transfer of knowledge (Wong et al, 2007). In a comprehensive retrospective study Ten Cate et al (2012) concluded that near peer tutoring has similar benefits to faculty teaching in terms of academic achievement.…”

Section: Consideration 9: Ensure Quality Control and Reputationmentioning

confidence: 99%

“…In a comprehensive retrospective study Ten Cate et al (2012) concluded that near peer tutoring has similar benefits to faculty teaching in terms of academic achievement. This study, like a few others in the field, compared end of module examination scores, although a common alternative approach is to measure knowledge gain via pre and post testing (Topping, 1996;Wong et al, 2007;Ten Cate et al, 2012;Rees et al, 2016). Surprisingly, only a small number of published studies on NPT in anatomy have investigated the impact of NPT on student learning outcomes.…”

Section: Consideration 9: Ensure Quality Control and Reputationmentioning

confidence: 99%

Ten considerations for implementing effective and sustainable near-peer teaching in clinical anatomy education

Border¹,

Parton²,

Myers³

et al. 2017

MedEdPublish

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Near-peer teaching (NPT) is becoming increasing popular in medical education. The rationale and benefits of introducing such programs have been well documented and are usually described in terms of their advantages to the teacher, students and faculty. As a team that have successfully introduced two NPT anatomy programs in the last six years at the University of Southampton, we have taken a largely evidenced based approach in offering 10 considerations to ensure the implementation of a sustainable and effective NPT program in anatomical sciences. We have highlighted important aspects of NPT that will help maximise the benefit of such programs and emphasised particular areas where careful thought is necessary. We conclude that to safeguard sustainability and consistency of any given NPT program, faculty and student partnership is required, as is the maintenance of quality control and evaluative techniques.

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Formal Peer-Teaching in Medical School Improves Academic Performance: The MUSC Supplemental Instructor Program

Abstract: The activity of formal peer-teaching was beneficial to the SI leaders' own academic success as measured by GPA and USMLE test scores.

Cited by 75 publications

References 9 publications

Effect of application of peer learning strategy on obstetric and gynecological nursing students' clinical performance

Effect of application of peer learning strategy on obstetric and gynecological nursing students' clinical performance

Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course

Ten considerations for implementing effective and sustainable near-peer teaching in clinical anatomy education

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