Near peer-assisted learning to improve confidence for medical students' situational judgment tests

Abstract

Students perceived a lack of formal SJT preparation which was reflected in low pre-course confidence. Improvements in confidence may reflect a unique insight into how to approach the examination from those having recently undertaken it.

Bridging the gap: Improving CASPer test confidence and competency for underrepresented minorities in medicine through interactive peer-assisted learning

“…'I am familiar with the structure of the CASPer test' 'The learning environment was positive and supportive' Gostelow et al validated the self-assessment questionnaire for their peer-assisted SJT coaching program. 33 The COS database provided data on participants' medical school interview invites. We did not obtain students' CASPer scores as Altus releases scores directly to medical schools.…”

Envisaging the Role of Residents as Teachers in the Training of Medical Undergraduate Students

“…The ideal way to improve the competence level of medical students is via teaching them and giving adequate exposure to the various clinical and ethical scenarios and supporting the same with reflection and constructive feedback. [1,2] In the current era of medical education, where a teacher finds it difficult to maintain equilibrium between their primary role of teaching and patient care, there is a definite scope and adequate evidence which calls for the use of students as peer educators for the mutual benefit of both the learners and the student teacher. [1,3] A near-peer teacher refers to those students who are senior to other trainees, nevertheless play an active role in teaching the junior students regardless of the fact that they are still not qualified content expert.…”

“…[1,3] A near-peer teacher refers to those students who are senior to other trainees, nevertheless play an active role in teaching the junior students regardless of the fact that they are still not qualified content expert. [1][2][3][4] Residents as Teacher It is not something unusual that a postgraduate student, who work as a resident in their chosen specialty, has to fulfill multiple roles during the course of their training period. [2,3] In other words, the residents act as teachers without being qualified as professional educators, and in the process continue their own process of learning and skill acquisition.…”

“…[1][2][3][4] Residents as Teacher It is not something unusual that a postgraduate student, who work as a resident in their chosen specialty, has to fulfill multiple roles during the course of their training period. [2,3] In other words, the residents act as teachers without being qualified as professional educators, and in the process continue their own process of learning and skill acquisition. [1,2,4] Such form of near-peer learning is bound to happen as in most of the medical institutions, in contrast to the teacher, a medical student or intern spends more time with the department residents.…”

“…[2,3] In other words, the residents act as teachers without being qualified as professional educators, and in the process continue their own process of learning and skill acquisition. [1,2,4] Such form of near-peer learning is bound to happen as in most of the medical institutions, in contrast to the teacher, a medical student or intern spends more time with the department residents. It won't be wrong to document that residents tend to spend at least one-fourth of their time in teaching students about different clinical scenarios and gives immense importance to this role.…”