Near-peer bedside clinical teaching: example of a successful programme

Woods, Robbie; Ramasubbu, Benjamin; Donohoe, Claire L.; Hennessy, Martina

doi:10.1111/tct.12195

Cited by 16 publications

(18 citation statements)

References 10 publications

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“…7 In Vancouver style the citation is followed by a number, as shown. In APA the quotation would be followed by (Woods et al ., 2014, p. 476): note the addition of the page number.…”

Section: Quotationmentioning

confidence: 99%

Writing for publication and avoiding pitfalls

Ridgway

2015

Clin Teach

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University of Sydney, offers helpful advice on how to structure, draft and hone a manuscript for publication, and enhance your chances of success. He emphasises the need to write in a way that will engage your readers, the importance of aligning the title, aims, methods, results and conclusions, and offers tips on how to address author guidelines in terms of technical requirements, house style, referencing and grammar. This article will be useful for anyone relatively new to writing for publication, particularly when used in combination with feedback on your manuscripts from experienced colleagues and, if appropriate, from a native English speaker. It will also be of interest to more experienced writers as expertise in writing for publication develops over time through practice and refl ection. Remember to give particular time and attention to producing a good title and structured abstract, which should summarise and promote the rest of the article. Like a shop window, these are the fi rst parts that potential readers will see, and for many may be the only parts that they will read. We hope you fi nd these recommendations and words of encouragement helpful.

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“…7 In Vancouver style the citation is followed by a number, as shown. In APA the quotation would be followed by (Woods et al ., 2014, p. 476): note the addition of the page number.…”

Section: Quotationmentioning

confidence: 99%

Writing for publication and avoiding pitfalls

Ridgway

2015

Clin Teach

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“…Senior medical students seem to be in a unique position: advanced enough to teach less experienced learners, but not so far removed that they cannot easily relate to the thought processes of these same learners. The idea of the ‘near peer’ is a popular and increasingly used model of teaching in which the teacher is slightly more advanced in skill level and knowledge base than the learner . Learners may be more comfortable approaching their near peers with questions, and the teachers gain confidence and a deeper understanding of the material.…”

Section: Senior Medical Students Are Near Peersmentioning

confidence: 99%

“…The idea of the 'near peer' is a popular and increasingly used model of teaching in which the teacher is slightly more advanced in skill level and knowledge base than the learner. 1 Learners may be more comfortable approaching their near peers with questions, and the teachers gain confi dence and a deeper understanding of the material. Near-peer teaching in undergraduate medical education programmes has been shown to be equivalent to conventional teaching in selected contexts in terms of achieving learning outcomes.…”

Section: Senior Medical Students Are Near Peersmentioning

confidence: 99%

See one, do one, teach…a lifetime

Holcomb

Chudgar

2017

Clin Teach

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“…Bedside teaching (BST) is a valuable teaching modality in medical education, and is favoured amongst medical students, yet it can be time‐consuming. With the current demands placed on the time of consultants, junior doctors are increasingly being recognised as a valuable teaching resource, yet there are reports that junior doctors are underused as clinical teachers . ‘Junior doctor’ in this context refers to any doctor in postgraduate training who is not yet a consultant or a fully qualified general practitioner.…”

Section: Introductionmentioning

confidence: 99%

Medical students' perceptions of bedside teaching

2016

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Background: Bedside teaching is recognised as a valuable tool in medical education by both students and faculty. It is frequently delivered by consultants, however junior doctors are increasingly engaging in this form of clinical teaching and their value in this respect is becoming more widely recognised. The aim of this study was to supplement work done by previous authors who have begun to explore students' satisfaction with bedside teaching, and their perceptions of the relationship with the clinical teachers. Specifically we aimed to identify how students perceive bedside teaching delivered by junior doctors compared to consultants. Methods: A questionnaire was distributed to all year 3 medical students at Keele University via e-mail. Responses were submitted anonymously. Results: 46 students responded ( 37.4%), of whom 73.3% said that they felt more comfortable having bedside teaching delivered by junior doctors than consultants. Consultants were perceived as more challenging by 60% of respondents. Students appeared to value feedback on their performance, trust the validity of taught information, and value the overall educational experience equally regardless of the clinical grade of the teacher. Discussion: Student preference does not equate to the value they place on their bedside teaching. Junior doctors are perceived as being more in touch with students and the curriculum, whilst consultants are perceived as having higher expectations and being both stricter and more knowledgeable. The clinical teacher's approachable manner and enthusiasm for teaching are more important than clinical grade, as is the ability to deliver well-structured constructive feedback.

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Near-peer bedside clinical teaching: example of a successful programme

Cited by 16 publications

References 10 publications

Writing for publication and avoiding pitfalls

Writing for publication and avoiding pitfalls

See one, do one, teach…a lifetime

Medical students' perceptions of bedside teaching

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