Tutor-led teaching of procedural skills in the skills lab: Complexity, relevance and teaching competence from the medical teacher, tutor and student perspective

Lauter, Jan; Branchereau, S.; Herzog, Wolfgang; Bugaj, Till Johannes; Nikendei, Christoph

doi:10.1016/j.zefq.2017.03.005

Cited by 12 publications

(8 citation statements)

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“…One important and prevalent near-peer teaching setting is structured peer-led tutorial courses, in which experienced and trained students (student peer or near-peer tutors, hereinafter referred to as tutors) instruct small groups in subjects such as communication and anatomy or in clinical skills [1, 8, 9]. These tutorial courses have, if properly implemented, the potential to be as effective as conventional staff-led classes [6, 10–13]. Tutors are usually highly motivated and engaged [14, 15] and possess high cognitive and social congruence [16]: Their awareness and familiarity with their tutees’ current level of knowledge and study situation allows them to adapt their use of didactics, language, and exercise difficulty; similarities in age, life situation, and qualification result in a more personal and amicable learning atmosphere with less fear or shame of asking questions or making mistakes.…”

Section: Introductionmentioning

confidence: 99%

Stress and stressors of medical student near-peer tutors during courses: a psychophysiological mixed methods study

et al. 2019

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Background Structured peer-led tutorial courses are widespread and indispensable teaching methods that relieve teaching staff and contribute to the development of students’ competencies. Nevertheless, despite high general stress levels in medical students and associated increases in psychopathology, specific knowledge of peer tutors’ additional burdens is very limited. Methods Sixty student near-peer tutors from two structured peer-teaching programmes volunteered to participate. On multiple occasions in three different course sessions, we assessed tutors’ subjective stress, affective state, heart rate variability, and salivary cortisol. Additionally, tutors named everyday and course-specific stressors, which were evaluated by means of content analyses. Results The study participation rate was high (63% of all active tutors). The participating tutors are socially well adapted and resilient individuals. They report a variety of stressors such as time pressure, participant characteristics, teacher role demands, and study requirements, but nevertheless display only moderate psychological and physiological stress that decreases over sessions. Tutors’ negative affect in sessions is low; their positive affect is consistently high for senior as well as novice tutors. Tutors rate their courses’ quality as high and quickly recover after sessions. Conclusions Tutors successfully cope with teaching-associated and everyday life demands. The results corroborate the viability and success of current peer-teaching programmes from the tutors’ perspective. This study is the first to comprehensively quantify tutors’ stress and describe frequent stressors, thus contributing to the development of better peer teaching programmes and tutor qualification training. Electronic supplementary material The online version of this article (10.1186/s12909-019-1521-2) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

Stress and stressors of medical student near-peer tutors during courses: a psychophysiological mixed methods study

et al. 2019

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“…During the first two years of medical education, tutorial courses give a gainful opportunity to students to deepen their acquired theoretical knowledge effectively and to practice clinical skills under the guidance of fellow students in their higher semesters [1–6]. Many publications show that student tutors are equal or even better in teaching certain medical skills then professional teachers, since they are closer to the learners and therefore better understand their learning requirements and needs [7–10]. In addition, tutors themselves can benefit from teaching, for example by developing professional attitudes and a better understanding of the theoretical knowledge acquired during their studies [11] and by repeatedly training practical skills [2, 12].…”

Section: Introductionmentioning

confidence: 99%

Promoting medical competencies through a didactic tutor qualification programme – a qualitative study based on the CanMEDS Physician Competency Framework

et al. 2019

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Background In peer-led tutorial courses, qualified medical students (“tutors”) provide their peers with opportunities to deepen their theoretical knowledge effectively and to practice clinical skills already in preclinical semesters. At the Medical Faculty of Heidelberg University, a structured medical didactic qualification programme prepares and trains future tutors for their responsibilities. This programme consists of four modules: 1. medical didactics and group leadership, 2. subject-specific training, 3. performance of tutorial courses as well as 4. collegial advice and reflection on the tutors’ activities. The aim of this study is to systematically analyse and present the development of role competencies for medical tutors based on the CanMEDS Physician Competency Framework through the didactic qualification programme. Methods We applied a qualitative research approach to detect CanMEDS role competencies acquisition within the tutor qualification programme. The CanMEDS framework describes key competencies, grouped thematically under seven professional roles. Two tutors and three training coordinators independently assigned the individual modules of the tutor qualification programme to the key competencies of the CanMEDS framework. Tutors and training coordinators compared and discussed the allocations within the groups in a consensus finding process. All authors analysed the findings in order to find out the so-called “hidden curriculum”. The views of both groups are presented separately. Results The training programme promotes the acquisition of competencies in all seven CanMEDS roles. The roles of the scholar and the leader are promoted in all modules. In addition, the first and fourth module focus predominately on the role of the collaborator, the second on the role of the medical expert and communicator, and the fourth on the role of the professional. Conclusions The systematic analysis through assignment of the CanMEDS roles to the individual modules of the tutor qualification programme documents the comprehensive acquisition of competencies, not only with regard to the tutor activity, but generally with regard to the later role of the physician. The reflection on one’s own competency acquisition can support the promotion of corresponding competencies in the qualification programme and their transfer into the professional practice later.

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“…Studies have shown that tutors have equally competent teaching skills as the experienced medical teachers, and the trained mentors were considered to have a more positive role for students than untrained mentors. [21,22] Consequently, undergraduate tutorial system, which is originated from University of Oxford in nineteenth century, [23] has become a new educational management system in colleges. Several studies indicate that innovative talents can be cultivated via tutorial system whose goal is to motivate students' enthusiasm, enhance the students' scienti c research abilities, and especially cultivate innovative abilities.…”

Section: Discussionmentioning

confidence: 99%

A large-Scale Survey of Current Status of Scientific Research and Innovation Ability Cultivation for Undergraduates

Zhou

Ping

Wang

et al. 2022

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Background: Wuhan University Medical College has implemented the reform of innovative education for undergraduates. This study aims at investigating the practice of the Innovation Education Reform and find out problems to be improved. Methods: Total 670 questionnaires were distributed to undergraduate students from the Wuhan University Medical College. The main categories involved the evaluation of practicability, students' support and satisfaction for innovative education reform. Results: Most students have high support for scientific research innovation. Totally 92.5% of the students believe teachers' guidance is important for conducting scientific research. Only 40% of students believe that they can get information about innovation activities. About 60.64% of students think the basic knowledge of books can’t meet their learning requirements and 83.62% students think it is necessary for the school to set up research and training courses. Setting up problem discussion classes (65%) and teachers’ teaching attitude and methods (70%) are most satisfied, followed by academic lectures (53%). Less than half of the students are satisfied with the undergraduate tutorial system (49%), the experimental facilities provided by the school (46.5%), and innovative atmosphere (39%). The evaluation of students’ own scientific research innovation ability is also not very high (12.31%). Conclusions: Scientific research training plays an important role in the cultivation of college students' scientific research and innovation ability, and teachers play a leading role. Undergraduate tutorial system, opening laboratory and the other managements contribute to innovative education. However, in the process of implementation, some problems still need to be continuously improved.

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Tutor-led teaching of procedural skills in the skills lab: Complexity, relevance and teaching competence from the medical teacher, tutor and student perspective

Cited by 12 publications

References 12 publications

Stress and stressors of medical student near-peer tutors during courses: a psychophysiological mixed methods study

Stress and stressors of medical student near-peer tutors during courses: a psychophysiological mixed methods study

Promoting medical competencies through a didactic tutor qualification programme – a qualitative study based on the CanMEDS Physician Competency Framework

A large-Scale Survey of Current Status of Scientific Research and Innovation Ability Cultivation for Undergraduates

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