The “Near‐Peer” Approach to Teaching Musculoskeletal Physical Examination Skills Benefits Residents and Medical Students

Rosenberg, Casandra J.; Nanos, Katherine N.; Newcomer, Kathryn E.

doi:10.1016/j.pmrj.2016.06.004

Cited by 26 publications

(23 citation statements)

References 16 publications

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“…The field of physical medicine and rehabilitation (PM&R) is relatively nascent, but is progressively being integrated into medical school curriculum across multiple domains-from required student selective rotations to resident driven teaching sessions. 1 A previous study surveyed future residents and identified that a majority of candidates value the information and accuracy of residency program websites. 2 Frequently, the first steps for a prospective resident applicant include prioritizing certain qualities (ie, academic quality, resident morale, faculty involvement and availability, location, variety of patients and clinical resources, and prospective research strengths) of a program that best fit their needs and seeking out that information.…”

Section: Introductionmentioning

confidence: 99%

Content Evaluation of Physical Medicine and Rehabilitation Residency Websites

Patel

Abdullah

Yeh

et al. 2020

PM&R

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Background: Prospective Physical Medicine and Rehabilitation (PM&R) applicants commonly view residency program websites to make informed decisions about where to submit their applications. To our knowledge, this is the first comprehensive review of the availability and accessibility of online content for PM&R residency programs. Objective: To evaluate the comprehensiveness of PM&R residency websites to inform prospective applicants about the information readily available to them and identify deficient areas for program directors to address. Design: Cross-sectional analysis of residency program websites using quantitative and descriptive statistics. Setting: World Wide Web (Internet). Subjects: 87 PM&R civilian residency program websites listed on the Fellowship and Residency Electronic Interactive Database (FREIDA). Main Outcome Measurements: The presence or absence of 25 predetermined criteria on residency program websites. Results: The individual residency program websites had a mean AE SD of 12.3 AE 4.3 (49.1%) of the 25 criteria sought. The programs ranged from having as few as one to as many as 19 of the 25 criteria. Twenty programs had 9 or fewer criteria, 35 programs had 10 to 14 criteria, 31 programs had 15 to 18 criteria, and one program had 19 criteria available online. No PM&R residency website had all 25 criteria. There was a significant association between a program's Doximity ranking as top 20 or not and the citation of published research projects by faculty on a PM&R website (P = .026), but the other 24 criteria had no significant associations. Conclusions: Most PM&R residency websites currently do not include comprehensive information about their programs for prospective applicants.

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Section: Introductionmentioning

confidence: 99%

Content Evaluation of Physical Medicine and Rehabilitation Residency Websites

Patel

Abdullah

Yeh

et al. 2020

PM&R

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“…Indeed, previous studies comparing the academic performance of students who received peer teaching to that of students who received no additional teaching found an improvement in the academic performance of students who participated (Benè and Bergus, ; Han et al, ). Furthermore, previous studies have demonstrated that students provide positive feedback about peer teaching (Goode et al, ; Furmedge et al, ; Agius et al, ), near‐peer teaching (Evans and Cuffe, ; Durán et al, ; Nelson et al, ; Rosenberg et al, ), and reciprocal peer‐teaching programs (Manyama et al, ). Moreover, beyond their gains in knowledge, students show improvement in understanding and retaining the material presented, improvement in study habits, more positive attitudes toward the subject, and independent self‐learning (Manyama et al, ; Bruno et al, ; Hanson et al, ).…”

Section: Introductionmentioning

confidence: 99%

Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near‐Peer Teaching Program

Viana

Campos

Santos

et al. 2018

Anatomical Sciences Ed

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Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0-100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists.

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“…These results provide evidence for the importance of near‐peer education, as has been demonstrated in previous work. For example, medical students find it helpful to have resident educators teach them parts of the physical examination such as the musculoskeletal examination or procedures on the hospital floors . This helps explain why students in our study found that residents provide more education on procedural instruction and other educational objectives.…”

Section: Discussionmentioning

confidence: 71%