The outcomes and acceptability of near-peer teaching among medical students in clinical skills

Khaw, Carole; Raw, Lynne

doi:10.5116/ijme.5749.7b8b

Cited by 57 publications

(64 citation statements)

References 14 publications

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“…As expected, student tutors were perceived as socially congruent when students felt free to ask questions directly [16,37,38]. Further, student tutors could increase the students' motivation by showing social congruence, which was also reported by Khaw [39]. All three groups reported that student and student tutors shared similar social roles, as they were able to identify with each other, which might have an impact on social congruence [1,25,27].…”

Section: Discussionmentioning

confidence: 54%

Qualitative analysis of cognitive and social congruence in peer-assisted learning – The perspectives of medical students, student tutors and lecturers

Loda¹,

Erschens²,

Nikendei

et al. 2020

Medical Education Online

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Background: The teaching of students by peers, so-called peer-assisted learning, is effective based on cognitive and social congruence among students and student tutors. This study aims to investigate cognitive and social congruence by analysing the perspectives of students, student tutors and lecturers in order to receive a better understanding of these concepts and to improve the teaching in tutorials as well as the relationship among students and student tutors. Methods: Cognitive and social congruence were assessed by conducting semi-structured interviews. An interview guide about teaching and relationship in tutorials was based on previous findings of Schmidt & Moust (1995) and Lockspeiser et al. (2008). The interviews were analysed inductively by using qualitative content analysis. Results: Twenty-nine participants were interviewed. The following categories were found for cognitive congruence: knowledge base, high expertise by student tutors, same language and effective knowledge transfer. Social congruence was represented by relaxed learning atmosphere, sharing social roles, empathic and supportive behaviour of student tutors, sharing experiences, understanding difficulties and enjoying tutorial. Conclusion: Cognitive and social congruence may be displayed on the practical behavioural level. Trust in student tutor could be found in both concepts on different levels. The qualitative results provide a deeper insight by indicating that the student tutors may play a 'mediator' role for the relationship between students and lectures.

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Section: Discussionmentioning

confidence: 54%

Qualitative analysis of cognitive and social congruence in peer-assisted learning – The perspectives of medical students, student tutors and lecturers

Loda¹,

Erschens²,

Nikendei

et al. 2020

Medical Education Online

View full text Add to dashboard Cite

show abstract

“…Anatomy has been suggested to be one of the more flexible courses that is more open to new teaching methods, such as PAL (Evans and Cuffe, 2009; Erie et al, 2013). Although peer teaching has been used in various physiology and pathophysiology courses, as well as clinical courses, the literature still remains sparse (Kibble, 2009; Khaw and Raw, 2016; Gottlieb et al, 2017). While peer teaching has been relatively widely used in anatomy, few studies have evaluated peer teaching programs across entire terms or academic years, as the present study does.…”

Section: Discussionmentioning

confidence: 99%

Implementing Change in Neuroanatomy Education: Organization, Evolution, and Assessment of a Near‐Peer Teaching Program in an Undergraduate Medical School in Greece

Karamaroudis

Poulogiannopoulou

Sotiropoulos

et al. 2020

Anatomical Sciences Ed

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In light of the current shifts in medical education from traditional lectures to more active teaching modalities, a peer‐teaching program was introduced to a compulsory, second‐year neuroanatomy course. A cross‐sectional survey of 527 medical students in the six‐year medical program of the National and Kapodistrian University of Athens was administered. The primary aim of the survey, which was distributed to second‐ through sixth‐year medical students, who had completed the neuroanatomy course, was to assess student perception of peer teachers (PTs). Across the five years assessed, students increasingly acknowledged the contribution of PTs to their learning (P < 0.001). Attributes of PTs (e.g., contribution to learning, motivation, effective usage of material, and team environment) were significantly related to the student's opinion of the importance of laboratory activities (P < 0.001). Students who received “average” final grades scored the importance of laboratory exercises, and by inference PTs, significantly lower than students who received “excellent” final grades (P < 0.05). The amount of training that PTs had received was also significantly related to student perceptions of a PT's contribution. Better trained PTs were associated with significantly higher scores regarding learning, motivation, and positive environment compared to less trained PTs (P < 0.05). The results of the present study show that peer‐teaching was well received by students attending the neuroanatomy course. While the results express the evolution of the program across the years, the findings also show that learners believed that PTs and the laboratory program contributed significantly to their understanding of neuroanatomy.

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“…The GMC [5] indicates that students "gain coping strategies by talking to their peers and from clinicians who are brought in to talk about real-life experiences [and] who have made mistakes". Studies on such 'near-peer' session facilitation support the GMC stance [14,15]. Moreover, it has been shown that students "want to hear from 'real' professionals, not archetypes" and in doing so can better develop coping strategies [16].…”

Section: The Role Of Clinical Educatorsmentioning

confidence: 99%

Assessing the benefits and usefulness of Schwartz Centre rounds in second-year medical students using clinical educator-facilitated group work session: not just “a facilitated moan”!

et al. 2020

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Background: An experiential curriculum exposing medical students to the clinic early has many benefits but comes with the emotional stress this environment engenders. Schwartz rounds (SR) are an effective means to combat emotional stress and increasingly used in UK and USA hospitals. Recent studies show that the SR format may also provide benefits for medical students. This study aimed to investigate whether the guidance of SR in second year medical students provides the same benefits as to healthcare professionals. Methods: SR assessment involved 83 s year MBChB students in facilitated groupwork sessions. Topics discussed were "change and resilience" and "duty of candour". Students completed a Likert Scale questionnaire evaluating outcomes proffered by the Point of Care Foundation in collaboration with the Schwartz Foundation, with freeform feedback. Results: There was an 86% completion rate with 25% providing written feedback. Participants were more likely to agree than disagree that SR were beneficial. SR effectiveness in enhancing students' working relationship awareness and skills was strongly correlated with understanding the purpose of, and engagement with, the SR (P < 0.001). Similarly, engagement with the SR was strongly correlated with self-reporting of enhanced patient-centredness (P < 0.001). Freeform feedback could be grouped into five themes that revolved around understanding of the SR and engagement with the process. Many positive comments regarded the SR as a forum not only to "learn experientially" but to so in a "safe environment". Many negative comments stemmed from students not seeing any benefits of engagement with the SR, in that sharing experiences was "unbeneficial", "empathy is inherent and not learnt", or that sharing emotional problems is simply "moaning". Conclusion: SRs are an effective way of fostering empathy and understanding towards patients and colleagues. However, for the students to benefit fully from the SR it is necessary for them to engage and understand the process. Therefore, for the successful implementation of SR into pre-clinical medical education, it is important to help students realise that SR are not merely a "facilitated whinge".

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The outcomes and acceptability of near-peer teaching among medical students in clinical skills

Cited by 57 publications

References 14 publications

Qualitative analysis of cognitive and social congruence in peer-assisted learning – The perspectives of medical students, student tutors and lecturers

Qualitative analysis of cognitive and social congruence in peer-assisted learning – The perspectives of medical students, student tutors and lecturers

Implementing Change in Neuroanatomy Education: Organization, Evolution, and Assessment of a Near‐Peer Teaching Program in an Undergraduate Medical School in Greece

Assessing the benefits and usefulness of Schwartz Centre rounds in second-year medical students using clinical educator-facilitated group work session: not just “a facilitated moan”!

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