The efficacy of peer teaching for medical microbiology lectures

Ngamskulrungroj, Popchai; Kiratisin, Pattarachai; Dangprapai, Yodying; Thaipisuttikul, Iyarit; Leelaporn, Amornrut; Luisirirojanakul, Suda; Kantakamalakul, Wannee; Horthongkam, Navin

doi:10.15694/mep.2017.000132

Cited by 4 publications

(8 citation statements)

References 15 publications

(20 reference statements)

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“…Less commonly covered topics in PAL were pre-clinical or clinical theory: six studies were identified 17,[20][21][22][23][24] , all of which involved senior medical students teaching basic/clinical sciences to pre-clinical (first or second year) students. =…”

Section: Subjects Coveredmentioning

confidence: 99%

The Evidence Base for Peer Assisted Learning in Undergraduate Medical Education: a Scoping Study

Friel¹,

Kell²,

Higgins³

2018

MedEdPublish

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Peer-assisted learning (PAL) is increasing in popularity in medical education. While PAL has been used informally for generations, more formal use of it as a tool to teach and consolidate information and practical skills has been shown to be beneficial to both tutors and those being taught. This scoping study aimed to garnish a clearer understanding of the concept of PAL in undergraduate medical education and its benefits to both tutors and students alike. A five-stage methodology was performed as follows. The research question and aim of the scoping study were identified, and relevant studies were identified on a search of the literature. Screening took place to select a smaller number of studies by measurement against inclusion (e.g. referring to medical students) and exclusion (e.g. qualified doctors acting as tutors) criteria. Data was extracted and charted by two reviewers. Finally, results were collated, summarised and reported upon. Fifty-six papers met inclusion criteria and were included in the study. Many related to clinical examination, though students had identified medical sciences, mock examinations and epidemiology/statistics as subjects of interest. Organisation varied from mandatory involvement as part of a core curriculum to sporadic or once off teaching with volunteer tutors and participants. Training from tutors ranged from six weeks to nil documented. Numerous benefits for students and tutors were identified, including some within the "Hidden Cirriculum". This scoping study includes suggestions for future PAL research projects including evaluation of the degree of formal training required for tutor success; use of this practice in the teaching of basic clinical sciences (specifically statistics and epidemiology) and patient management and prospective studies into whether PAL as an undergraduate inspires future involvement in medical education for both students and tutors.

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Section: Subjects Coveredmentioning

confidence: 99%

The Evidence Base for Peer Assisted Learning in Undergraduate Medical Education: a Scoping Study

Friel¹,

Kell²,

Higgins³

2018

MedEdPublish

View full text Add to dashboard Cite

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“…Therefore, small group discussion (SGD) was implemented in the organ system part, which focused on application of basic medical knowledge for approaches and managements of patient-based problems, of medical microbiology course in 2016. Moreover, we canceled all peer lectures, taught in 2015, as they were time-consuming for both faculty members and students without any increase in knowledge outcome achievement of students (Ngamskulrungroj et al, 2017). In 2015, each section began with peer/faculty lectures in a large classes followed by peer lectures in small classes.…”

Section: Implementation Of Active Learning Methods In Medical Microbiomentioning

confidence: 99%

“…This teaching method improves students' understanding of the subject and overall satisfaction without compromising the knowledge gain. (Ngamskulrungroj et al, 2017). However, it was still a one-way lecture that mainly focused on memorizing and understanding the subject and too time consuming for both students and faculty members (Ngamskulrungroj et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…(Ngamskulrungroj et al, 2017). However, it was still a one-way lecture that mainly focused on memorizing and understanding the subject and too time consuming for both students and faculty members (Ngamskulrungroj et al, 2017). In order to improve the higher level of learning, an additional teaching method was needed.…”

Section: Introductionmentioning

confidence: 99%

“…During 2013 to 2015, teaching of applied medical microbiology were based solely on peer lectures. However, due to the disadvantages of the peer lectures as mentioned above (Ngamskulrungroj et al, 2017), we replaced them with the small group discussion in the class of 2016. Knowledge outcomes of students between the class of 2015 and 2016 were compared and reported.…”

Section: Introductionmentioning

confidence: 99%

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An impact on medical student knowledge outcomes after replacing peer lectures with small group discussions

Imwattana¹,

Kiratisin²,

Techasintana³

et al. 2019

MedEdPublish

Self Cite

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The Future of Infectious Diseases Education

Cervantes

2020

Med.Sci.Educ.

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The infectious diseases (ID) specialty continues to be in crisis due to a lack of interest by residents in the recruitment pool. It is possible that enhancing and innovating how microbiology is taught in medical school could increase the interest in ID. We need to improve teaching of preclinical medical microbiology and immunology by incorporating advancements in education and learning technologies to reignite the interest in the field. The shortage of ID specialists has important implications in our fight against ID threats such as the current COVID-19 global pandemic. In order to address this problem, we need to perform extensive research to identify the issues that medical learners and trainees are facing as they progress through their medical education towards the ID specialty.

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The efficacy of peer teaching for medical microbiology lectures

Cited by 4 publications

References 15 publications

The Evidence Base for Peer Assisted Learning in Undergraduate Medical Education: a Scoping Study

The Evidence Base for Peer Assisted Learning in Undergraduate Medical Education: a Scoping Study

An impact on medical student knowledge outcomes after replacing peer lectures with small group discussions

The Future of Infectious Diseases Education

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