The 3-D Skills Model: a Randomised Controlled Pilot Study Comparing a Novel 1–1 Near-Peer Teaching Model to a Formative OSCE with Self-regulated Practice

Abstract

Introduction Near-peer teaching is a popular pedagogical teaching tool, with well-recognised benefits for students and tutors. There are multiple existing models to structure these interventions, but it is often unclear how they translate to academic attainment. We designed a novel near-peer teaching model that expands on previous research. Methods Our model was piloted in a formative Objective Structured Clinical Examination (OSCE) setting, trialled on 22 pre-clinical medical students to establish feasibility, acceptability and descriptive outcomes that could inform the design of a larger study. Students were randomly assigned to intervention or control cohorts. Each cohort undertook 5 min formative OSCE assessments with either 3 additional minutes of structured teaching or 3 min of self-regulated practice before reattempting the first OSCE station. Checklist marking sheets for 1st and 2nd sittings were collected by independent external markers, in addition to a global assessment rating in which we used the Borderline Regression Method to establish the station pass mark. Results A quantitative and qualitative result analysis was performed, demonstrating that students gained on average 3 additional marks after teaching with this model. Students and student-tutors reported increased confidence, high course satisfaction and evidence of reflective practice. Discussion We established acceptability and feasibility outcomes. The descriptive outcomes will support the design of a larger, adequately powered study required to demonstrate translation to summative exam performance.

PLS-SEM Model of Integrated Stem Education Concept and Network Teaching Model of Architectural Engineering Course

“…Facing a certain engineering task or project, the engineer will first do some background and basic research, to get the necessary information for drafting the preliminary design scheme. For example, understand the background knowledge and supplement the domain knowledge; investigate the previous work related to the design theme to avoid repeated work; be familiar with design evaluation standards; and even be familiar with rules, customs, laws, environmental problems caused by investigation, and design [25]. Stage 3: conceive.…”

Transformation of learning and teaching in rehabilitation sciences: A case study from South Africa

“…This teaching and learning strategy is based on a constructivist theory of education in which learning is constructed, and prior knowledge is foundational to new knowledge (Mukhalalati & Taylor 2019). Furthermore, PAL draws on the notion of cognitive congruence as key to effective learning during NPT (Irvine et al 2017;Leong, Battistella & Austin 2012;Nelson et al 2013;Robertson et al 2021;Taylor et al 2013;Ten Cate & Durning 2007;.…”

“…Cognitive congruence enables a shared set of assumptions and a similar frame of reference for the tutor and tutee (Leong et al 2012;Taylor et al 2013). This includes the proximity of age (Nelson et al 2013) and experience (Robertson et al 2021) of the teacher and learner in the case of NPT. These factors allow near-peer teachers to impart knowledge and clarify misconceptions at an appropriate level Nelson et al 2013) because they have increased cognisance of the learner's capability (Ten Cate & Durning 2007) and can relate with the junior student's position (Naeger et al 2013).…”

“…Near-peer teaching also provides educational opportunities for studentteachers themselves. In addition to consolidating their own prior knowledge (McKenna & French 2011;Robertson et al 2021), near-peer teachers reported that teaching a near-peer motivated them to study (Hall et al 2018), increased their confidence (Evans & Cuffe 2009;McKenna & French 2011;Naeger et al 2013;Tai et al 2017;Ten Cate & Durning 2007) and developed their own teaching skills (Evans & Cuffe 2009;Naeger et al 2013).…”