Tomorrow's educators … today? Implementing near-peer teaching for medical students

Nelson, Adam; Nelson, Sophie V.; Linn, Andrew M.J.; Raw, Lynne; Kildea, Hugh; Tonkin, Anne

doi:10.3109/0142159x.2012.737961

Cited by 134 publications

(135 citation statements)

References 15 publications

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“…Near-peer tutors have reported positive developments in their knowledge base, understanding of subject content, and communication skills. [11][12][13][14][15] Improvements in communication skill have also been reported to translate to a peer tutors' own patient consultations in PAL, 15,16 and it is likely a similar result could be anticipated with NPT. As would be expected NPT is also a practical and authentic method by which a student can develop their own teaching skills, 14,17 an outcome deemed important by Bulte et al 1 Further, NPT can also enlighten the near-peer tutors to the challenges and satisfaction associated with teaching "…which may make them more broadminded (p.…”

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 70%

Perceived teaching quality between near-peer and academic tutors in an osteopathic practical skills class

Vaughan

Macfarlane

2015

International Journal of Osteopathic Medicine

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Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 70%

Perceived teaching quality between near-peer and academic tutors in an osteopathic practical skills class

Vaughan

Macfarlane

2015

International Journal of Osteopathic Medicine

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“…A small group of students educated in this program can then serve as the near-peer educators for the next group of students. The method has been shown to benefit both the learner and the teacher (12)(13)(14)(15), and student involvement in ultrasound programs has been suggested as a method to improve sustainability (17). The model allows for more extensive exposure to ultrasound with fewer constraints on busy faculty members.…”

Section: Discussionmentioning

confidence: 99%

“…The design and content of the course were based on programs at other institutions (8)(9)(10)(11). A near-peer education model was adopted as it has been shown to benefit the learner and the teacher (12)(13)(14)(15) and because of the limited availability of faculty instructors, a common obstacle also encountered at other programs (16)(17)(18).…”

Section: Introductionmentioning

confidence: 99%

A Near-peer Point-of-care Ultrasound Elective for Medical Students: Impact on Anatomy Knowledge, Perceptions About Ultrasound, and Self-reported Skill Level

et al. 2017

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Rationale and Objectives: We aimed to assess the impact of our institution's recently created point-of-care ultrasound (POCUS) course for preclinical medical students by examining its effect on first-year-level medical knowledge, self-reported skill level, and beliefs regarding the importance of ultrasound in future clinical practice. Materials and Methods:A total of 18 first-year medical students completed a 5-month near-peer-led training program in POCUS consisting of 3-hour teaching sessions (7), 4-hour clinical sessions (10-12), and an independent study. Students completed pre-and postprogram assessments examining (1) student perceptions about ultrasound and its importance to future careers, (2) students' self-reported skill level with ultrasound, and (3) performance on an anatomy and physiology knowledge quiz. Scores and responses were compared to 20 controls. Results:The majority of students believed that ultrasound was useful for learning anatomy and would be important in their future clinical practice. Students who completed our training program tended to perform better than controls on a test of medical knowledge. Despite reporting far fewer hours of formal ultrasound training, control students rated their skill level comparably to POCUS-trained students.Conclusions: This study provides evidence that ultrasound is well received by medical students and may be useful for teaching basic anatomy concepts.

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“…This is in conjunction with the study that shows the Social compatibility between peer teachers and the learners results in creating a comfortable and safe environment for learners that promotes a free flow exchange of ideas. 19 The limitation of the study was that it does not include student and faculty feedback which is a very valuable input in building up the program and it would be done in future sessions.…”

Section: Discussionmentioning

confidence: 99%

Impact of integration through peer instructed lectures

Bathini¹,

Sen²

2017

Int J Basic Clin Pharmacol

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Background: Integrated case based lectures are widely used as an effective method of teaching and learning. This method not only integrates all the disciplines in a particular year but also presents them in an effective case based format. Over the years, the students were less enthusiastic about this method. In order to make it more student centred and to actively involve them we have introduced peer case based integrated lectures. Peer assisted learning is a strong educational strategy known to benefit peer tutors and learners. This study evaluates the Knowledge gain of both the methods to see if there is any significant difference.Methods: Students in their 2nd year MBBS who agreed to participate were included in the study. After a series of discussions with the curriculum committee, the basic and clinical faculty, topics of public health importance were selected and written case scenarios with a set of relevant questions were formulated. In case based integrated lectures for tuberculosis, lectures were taken by faculty of the pertaining disciplines. In the peer case based integrated lectures on HIV, the same were taken by the students. A pre-test and post test was conducted after each session to know if there is a significant difference in knowledge gain in the two formats.Results: For the case based and peer led case based lectures, the mean student attendance was 90% and 86%. In the pre-test of integrated group on tuberculosis the mean score was 9.96 with standard deviation of 2.38. The post-test of the same group, the mean knowledge score was 13.63 with standard deviation of 2.20. There was significant improvement in knowledge with the case based integrated lectures of 3.67. The p value (0.0001) for this intervention is extremely significant. The post-test marks obtained for integrated and peer integrated group were 13.63±2.20 and 15.86±2.39 respectively. The mean increase in knowledge after peer case based integrated group was 6.1 when compared to increase in knowledge after case based integrated group which was 3.67.Conclusions: Integrated case base lectures is an effective teaching learning tool which can be further made student centric by involving students as peer teachers. Peer teaching is a valuable methodology to engage learners as teachers to improve their knowledge and communication skills as well creating an environment in which the peer audience will likely actively discuss and exchange ideas. Peer assisted learning is need of time to increase critical reasoning skills of medical students.

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Tomorrow's educators … today? Implementing near-peer teaching for medical students

Cited by 134 publications

References 15 publications

Perceived teaching quality between near-peer and academic tutors in an osteopathic practical skills class

Perceived teaching quality between near-peer and academic tutors in an osteopathic practical skills class

A Near-peer Point-of-care Ultrasound Elective for Medical Students: Impact on Anatomy Knowledge, Perceptions About Ultrasound, and Self-reported Skill Level

Impact of integration through peer instructed lectures

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