Who Is the Preferred Tutor in Clinical Skills Training: Physicians, Nurses, or Peers?

Abay, Ece Şükriye; Turan, Sevgi; Odabaşı, Orhan; Elçin, Melih

doi:10.1080/10401334.2016.1274262

Cited by 16 publications

(8 citation statements)

References 33 publications

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“…5 The role of tutors is found to be equivalent to clinicians and nurses in clinical skills training. 6 Peer tutoring nurtures development of metacognitive, communication and professionalism skills among the peer tutors. 7 They relieve the burden of teaching from the faculty thereby, enabling them to take part in productive activities.…”

mentioning

confidence: 99%

Benefits of Near-Peer Tutoring in Small Group Discussions: A Pilot Study

Muazam

Majeed²,

Khattak³

2021

J Islamabad Med Dental Coll

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Background: A year senior medical students can prove to be a useful teaching resource with added benefits for the tutors. The objective of this study was to explore the perceptions of near-peer tutors after facilitating small group discussions while delivering an integrated curriculum in preclinical years. Material and Methods: This qualitative exploratory pilot study was conducted in Rawal Institute of Health Sciences Islamabad, Pakistan from July 2017 to November 2017. Students of First year MBBS class (n=100), were divided into six small groups. Seven Second year MBBS students who had secured more than 60% marks throughout year one assessments and in Professional examination were selected as Near-Peer tutors after informed verbal consent. In the first discussion, three groups were taught by three tutors and three by junior faculty. In the second discussion, the groups were swapped and exposed to the same strategy as above, with new learning objectives, but the remaining three tutors now took batches. One tutor acted as a substitute. Qualitative data was collected after interviewing the tutors individually and responses were audio recorded. The collected data, both notes and audio recordings of the interviews, was transcribed into text to generate codes, theme and sub themes. Results: Transcription of data revealed that the tutors enjoyed teaching and were of the opinion that Near-Peer tutoring is more effective in small groups, for both tutors and the learners. The tutors felt a boost in self-confidence and improvement in communication skills, after facilitating a small group. Tutoring also helped in developing their higher order cognitive thinking, learning skills and time management. Conclusions: Near-Peer tutoring helped the tutors develop learning and communications skills while facilitating small group sessions, thus helping them in their future medical roles. Key words: Integrated curriculum, Near-Peer tutoring, Peer Assisted Learning, Small group discussions.

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confidence: 99%

Benefits of Near-Peer Tutoring in Small Group Discussions: A Pilot Study

Muazam

Majeed²,

Khattak³

2021

J Islamabad Med Dental Coll

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“…The PAL method is a viable alternative to classic teaching methods. Whether PAL is applicable for amending and improving medical training is the subject of many studies [8,14,[23][24][25]. When comparing the PAL concept with average faculty medical teaching, no difference in knowledge and skill gain could be shown [20,21].…”

Section: Discussionmentioning

confidence: 99%

“…Peer-assisted learning (PAL) is an increasingly popular strategy for supporting teaching staff at universities with respect to the growing demand for medical knowledge to be taught among medical students [11,12]. The PAL concept, based on technically and didactically trained student tutors, has proven to be an attractive and feasible extension as well as an effective alternative to common medical teaching [13,14]. In Germany, this concept has been successfully established throughout different skills labs and has been shown to be an effective and viable teaching technique [15].…”

Section: Introductionmentioning

confidence: 99%

Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?

et al. 2019

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Background Diagnostic ultrasound has a crucial importance in clinical settings, especially in intensive care medicine where bedside ultrasound has become indispensable. Medical students as well as residents therefore have a strong interest in learning this useful skill. Since staff resources are limited, more and more universities are using student tutors in a peer-assisted learning concept (PAL) to teach medical students early in their training. To date, there is very sparse data about knowledge retention after peer-assisted teaching. The aim of this study was to evaluate whether PAL is a suitable method for teaching complex skills like abdominal ultrasound and to evaluate whether students do achieve adequate long-term knowledge retention after peer-assisted teaching. Method A total of 40 volunteer 3rd to 5th year students were randomly assigned to a basic abdominal ultrasound course in small training groups of 5 persons each. Participants were evaluated using a pre-post-test design by a validated objective structured clinical examination (OSCE) before and immediately after the course. To measure the retention of knowledge, 15 former participants were randomly selected to repeat the OSCE assessment after one year. Results All groups showed a significant improvement in practical skills and knowledge gain after the training with mean values of 13.1 for pre-test compared to 83.5 (maximum 100 points) for post-test (p < 0.001). The overall score achieved after one year was 78.7 and did not significantly differ from the post-test result. Conclusion PAL is effective for teaching abdominal ultrasound. Students were able to accomplish a satisfactory level of ultrasound skills. We further demonstrated that PAL can assure long-term knowledge retention.

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“… 23 , 24 However, 1 study that did look at clinical skills found that tutee satisfaction was similar when taught by peer tutors or faculty, but results were gathered after a single session, rather than after a long-term program of weekly sessions as assessed in our study. 25 …”

Section: Discussionmentioning

confidence: 99%

An integrated 2-year clinical skills peer tutoring scheme in a UK-based medical school: perceptions of tutees and peer tutors

Khalid¹,

Shahid²,

Punjabi³

et al. 2018

AMEP

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BackgroundSeveral benefits of peer tutoring in medical school teaching have been described. However, there is a lack of research on the perceptions of peer tutoring, particularly from tutees who partake in a long-term clinical skills scheme integrated into the medical school curriculum. This study evaluates the opinions of preclinical tutees at the end of a 2-year peer-tutored clinical skills program and peer tutors themselves.MethodsA cross-sectional study was conducted in a UK-based medical school that primarily utilizes peer tutoring for clinical skills teaching. A questionnaire was designed to assess the views of preclinical tutees and peer tutors. Likert scales were used to grade responses and comment boxes to collect qualitative data.ResultsSixty-five questionnaires were collected (52 tutees, 13 peer tutors). Seventy-nine percent of students felt satisfied with their teaching, and 70% felt adequately prepared for clinical placements. Furthermore, 79% believed that peer tutoring is the most effective method for clinical skills teaching. When compared to faculty teaching, tutees preferred being taught by peer tutors (63%), felt more confident (73%), and were more willing to engage (77%). All peer tutors felt that teaching made them more confident in their Objective Structured Clinical Examination performance, and 91% agreed that being a tutor made them consider pursuing teaching in the future. Thematic analysis of qualitative data identified 3 themes regarding peer tutoring: a more comfortable environment (69%), a more personalized teaching approach (34%), and variation in content taught (14%).ConclusionPreclinical tutees prefer being taught clinical skills by peer tutors compared to faculty, with the peer tutors also benefitting. Studies such as this, looking at long-term schemes, further validate peer tutoring and may encourage more medical schools to adopt this method as an effective way of clinical skills teaching.

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Who Is the Preferred Tutor in Clinical Skills Training: Physicians, Nurses, or Peers?

Cited by 16 publications

References 33 publications

Benefits of Near-Peer Tutoring in Small Group Discussions: A Pilot Study

Benefits of Near-Peer Tutoring in Small Group Discussions: A Pilot Study

Long-Term Knowledge Retention after Peer-Assisted Abdominal Ultrasound Teaching: Is PAL a Successful Model for Achieving Knowledge Retention?

An integrated 2-year clinical skills peer tutoring scheme in a UK-based medical school: perceptions of tutees and peer tutors

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