Peer-assisted bedside teaching rounds

Doumouras, Aristithes G.; Rush, Raphael; Campbell, Anthony; Taylor, David

doi:10.1111/tct.12296

Cited by 19 publications

(11 citation statements)

References 8 publications

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“…Backes, Reber, Trittmann, Huang, Tobmlin, Moorehead, Bauer, Smith and Mahan (2011) found that 87.5% of residents in their study believed fellows to be important in their learning experiences. Another study with medical student participants revealed that peers viewed the senior medical students as "clinical teachers" (Doumouras, Rush, Campbell & Taylor, 2015). This can be translated into the small groups during Grand Rounds by utilizing the third-year students as mentors or clinical teachers.…”

Section: Discussionmentioning

confidence: 99%

Grand Rounds: A Method for Improving Student Learning and Client Care Continuity in a Student-Run Physical Therapy Pro Bono Clinic.

Black

Bauer

Spano

et al. 2017

JoSoTL

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Background and Purpose. Grand Rounds is a teaching methodology that has existed in various forms in medical education for centuries. When a student-run pro bono clinic identified a growing challenge of providing continuity of care for clients and a lack of preparedness in students, they implemented a Grand Rounds model of case presentation within the curriculum. The purpose of this paper is to describe the implementation and assessment of Grand Rounds as it attempts to improve both the continuity of care for the clients and the learning experience for the students involved in a student-run pro bono clinic. Case Description and Evaluation. The Student Board divided the student physical therapists and the clients into three teams. Each team of students would meet every three weeks to discuss the clients on their caseload. More advanced students helped to mentor the more novice students and a faculty member would facilitate the discussions. Outcomes. After eight months of implementation, the Student Board gathered evaluative data from students, supervisors and client. The Widener University Institutional Review Board approved the program evaluation. Analysis of the data collected revealed that the students grew more confident and effective in their ability to implement and advance the physical therapy program. Discussion and Conclusion. The program evaluation confirmed that the implementation of teams and Grand Rounds positively impacted students' confidence and ability to collaboratively treat and advance clients and their physical therapy program in the student-run pro bono clinic. The program evaluation was not effective in thoroughly assessing the impact that the model had on clients and their recovery. Further evaluation should be conducted with client outcomes measures. Recommendations for the modification and improvement of Grand Rounds emerged.

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Section: Discussionmentioning

confidence: 99%

Grand Rounds: A Method for Improving Student Learning and Client Care Continuity in a Student-Run Physical Therapy Pro Bono Clinic.

Black

Bauer

Spano

et al. 2017

JoSoTL

View full text Add to dashboard Cite

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“…[3][4][5][6] Students readily learn from one another and from the preparation of educational material. 7,8 It has been suggested that peer interaction is necessary for optimal learning, in that students who learn in groups significantly outperform those that process information individually. 9 Peer-to-peer learning also engages medical students in their lifelong role as physician-teachers.…”

Section: 2mentioning

confidence: 99%

“…9 Peer-to-peer learning also engages medical students in their lifelong role as physician-teachers. 7 In recent years, studies have shown the efficacy of students as bedside teachers, 7,10 simulated patients, 11 OSCE examiners, 12,13 and even OSCE designers. 14 For example, in a study by Haist et al, first-year medical students randomized to physical examination sessions taught by fourth-year students performed equally well as those taught by faculty in objective measures.…”

Section: 2mentioning

confidence: 99%

A digital peer-to-peer learning platform for clinical skills development.

et al. 2017

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Background: Due to constraints in time and resources, medical curricula may not provide adequate opportunities for pre-clerkship students to practice clinical skills. To address this, medical students at the University of Alberta developed a digital peer-to-peer learning initiative. The initiative assessed if students can learn clinical skills from their peers in co-curricular practice objective structured clinical exams (OSCEs).Methods: A total of 144 first-year medical students participated. Students wrote case scenarios that were reviewed by physicians. Students enacted the cases in practice OSCEs, acting as the patient, physician, and evaluator. Verbal and electronic evaluations were completed. A digital platform was used to automate the process. Surveys were disseminated to assess student perceptions of their experience.Results: Seventy-five percent of participants said they needed opportunities to practice patient histories and physical exams in addition to those provided in the medical school curriculum. All participants agreed that the co-curricular practice OSCEs met this need. The majority of participants also agreed that the digital platform was efficient and easy to use.Conclusion: Students found the practice OSCEs and digital platform effective for learning clinical skills. Thus, peer-to-peer learning and computer automation can be useful adjuncts to traditional medical curricula.

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“…From Canada, Doumouras et al . describe a model in which senior medical students teach junior students in clinical settings – at the bedside . Again both groups benefited from the experience: the juniors gained confidence and comfort with patients, whereas the seniors learned from preparing for and delivering the teaching.…”

Section: Peers and Patients As Educatorsmentioning

confidence: 99%

“…describe a model in which senior medical students teach junior students in clinical settings -at the bedside. 5 Again both groups benefi ted from the experience: the juniors gained confi dence and comfort with patients, whereas the seniors learned from preparing for and delivering the teaching. Finally, Burgess and Mellis of Australia investigate how medical students perceive the experience of being formatively assessed by, and receiving feedback from, their peers.…”

Section: Peers and Patients As Educatorsmentioning

confidence: 99%