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https://www.readbyqxmd.com/read/29152036/case-study-quasi-qualitative-analysis-of-peer-group-supervision-of-a-child-trauma-recovery-program-in-occupied-palestine
#1
Ian G Barron, Ghassan Abdallah, Unni Heltne
This case study explores the impact of peer group supervision (PGS) for counselors delivering Teaching Recovery Techniques (TRT), a group psycho-social program for traumatized adolescents. Interviews were conducted with seven school counselors, from villages near East Jerusalem in occupied Palestine; a skilled supervisor; and an international trainer. A quasi-qualitative analysis was conducted to quantify responses and themes along with a measure of inter-rater reliability. Participants reported that even in a context of military violence, PGS provided a reflective process inclusive of formative, normative and restorative functions...
2017: Journal of Child & Adolescent Trauma
https://www.readbyqxmd.com/read/29144023/resident-versus-faculty-member-simulation-debriefing
#2
Traci Adams, Chad Newton, Hetal Patel, Melanie Sulistio, Andrew Tomlinson, Won Lee
BACKGROUND: Near-peer teaching is effective in graduate medical education, but it has not been compared with faculty member teaching in resident simulation. In this study, we sought to compare debriefing sessions of internal medicine (IM) intern simulation sessions led by academic faculty doctors with those led by senior IM residents in order to measure the effectiveness of near-peer teaching in this setting. Near-peer teaching is effective in graduate medical education, but has not been compared with faculty member teaching in resident simulation METHOD: Internal medicine interns participated in four simulation cases, two of which were debriefed by faculty members and two of which were debriefed by residents...
November 16, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28967198/near-peer-question-writing-and-teaching-programme
#3
Omar Musbahi, Fuzail Nawab, Nishat I Dewan, Alexander J Hoffer, James Fcc Ung, Muhammed Talha Suleman
BACKGROUND: Near-peer assisted learning (NPAL) is an increasingly important tool in medical education; however, although numerous published papers discuss its merits, the evidence on the effectiveness and student perception of NPAL is limited. We describe a novel near-peer question writing and teaching programme to assess whether it improves the confidence of first-year medical students for their first In-Course Assessment (ICA) in medical school. The evidence on the effectiveness and student perception of NPAL is limited METHODS: A team of medical students designed a question development procedure and a structured teaching programme...
October 2, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28927941/gaming-the-system-creation-of-a-random-case-generating-game-for-use-in-morning-report
#4
Pallavi Kamra, Emily C Borman-Shoap, Lei Zhang, Michael B Pitt
BACKGROUND: Case-based morning reports are a staple of residency education. Little is known about the role of game-based learning in facilitating case-based discussions. OBJECTIVES: Compare an educational game that can be used for creating impromptu case-based sessions to traditional morning report. METHODS: We created a game called Differential Diagnosis Slot Machine, which allows participants to quickly generate theoretical cases for discussion...
September 16, 2017: Academic Pediatrics
https://www.readbyqxmd.com/read/28886737/students-as-anatomy-near-peer-teachers-a-double-edged-sword-for-an-ancient-skill
#5
Nomy Dickman, Alon Barash, Shmuel Reis, David Karasik
BACKGROUND: A near-peer instructors (NPI) program was designed for 1st year medical students who successfully finished the Anatomy course, in order to develop their didactic ability and teaching skills, mostly for cadaver dissection. METHODS: Graduates of the training program were administered a voluntary survey at the end of the program, annually. Best graduates of the training program were offered a NPI position in the next academic year. They were evaluated by the first-year students, at the end of the Anatomy block...
September 8, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28768613/medicine-goes-female-protocol-for-improving-career-options-of-females-and-working-conditions-for-researching-physicians-in-clinical-medical-research-by-organizational-transformation-and-participatory-design
#6
Joachim Hasebrook, Klaus Hahnenkamp, Wolfgang F F A Buhre, Dianne de Korte-de Boer, Ankie E W Hamaekers, Bibiana Metelmann, Camila Metelmann, Marina Bortul, Silvia Palmisano, Jannicke Mellin-Olsen, Andrius Macas, Janusz Andres, Anna Prokop-Dorner, Tomáš Vymazal, Juergen Hinkelmann, Sibyll Rodde, Bettina Pfleiderer
BACKGROUND: All European countries need to increase the number of health professionals in the near future. Most efforts have not brought the expected results so far. The current notion is that this is mainly related to the fact that female physicians will clearly outnumber their male colleagues within a few years in nearly all European countries. Still, women are underrepresented in leadership and research positions throughout Europe. OBJECTIVES: The MedGoFem project addresses multiple perspectives with the participation of multiple stakeholders...
August 2, 2017: JMIR Research Protocols
https://www.readbyqxmd.com/read/28765442/critical-thinking-theory-to-practice-using-the-expert-s-thought-process-as-guide-for-learning-and-assessment
#7
Teresa A Marshall, Leonardo Marchini, Howard Cowen, Jennifer E Hartshorn, Julie A Holloway, Cheryl L Straub-Morarend, David Gratton, Catherine M Solow, Nicholas Colangelo, David C Johnsen
Critical thinking skills are essential for the successful dentist, yet few explicit skillsets in critical thinking have been developed and published in peer-reviewed literature. The aims of this article are to 1) offer an assessable critical thinking teaching model with the expert's thought process as the outcome, learning guide, and assessment instrument and 2) offer three critical thinking skillsets following this model: for geriatric risk assessment, technology decision making, and situation analysis/reflections...
August 2017: Journal of Dental Education
https://www.readbyqxmd.com/read/28657242/an-irish-experience-in-establishing-and-evaluating-an-intern-led-teaching-programme
#8
A Jenkinson, E Kelleher, D Moneley, G Offiah
Near-Peer Teaching is a relatively new and expanding area of medical education. The benefit to medical students has been demonstrated in numerous contexts around the world. Our aim was to establish a structured Intern-Led Teaching (ILT) programme in the context of an Irish Intern Training Network affiliated to an Irish Medical School. We then sought to evaluate the success of this programme. Seventy interns were enrolled in the ILT programme and completed a Train the Trainer course involving teaching methods and skills of effective feedback...
March 10, 2017: Irish Medical Journal
https://www.readbyqxmd.com/read/28619402/global-health-values-of-a-multidirectional-near-peer-training-program-in-surgery-pathology-anatomy-research-methodology-and-medical-education-for-haitian-rwandan-and-canadian-medical-students
#9
Malik Elharram, Trish Dinh, Annie Lalande, Susan Ge, Sophie Gao, Geoffroy Noël
BACKGROUND: As health care delivery increasingly requires providers to cross international borders, medical students at McGill University, Canada, developed a multidirectional exchange program with Haiti and Rwanda. The program integrates surgery, pathology, anatomy, research methodology, and medical education. OBJECTIVE: The aim of the present study was to explore the global health value of this international training program to improve medical education within the environment of developing countries, such as Haiti and Rwanda, while improving sociocultural learning of Canadian students...
March 2017: Annals of Global Health
https://www.readbyqxmd.com/read/28351359/conveying-practical-clinical-skills-with-the-help-of-teaching-associates-a-randomised-trial-with-focus-on-the-long-term-learning-retention
#10
RANDOMIZED CONTROLLED TRIAL
Sebastian H Hoefer, Jasmina Sterz, Bernd Bender, Maria-Christina Stefanescu, Marius Theis, Felix Walcher, Robert Sader, Miriam Ruesseler
BACKGROUND: Ensuring that all medical students achieve adequate clinical skills remains a challenge, yet the correct performance of clinical skills is critical for all fields of medicine. This study analyzes the influence of receiving feedback by teaching associates in the context of achieving and maintaining a level of expertise in complex head and skull examination. METHODS: All third year students at a German university who completed the obligatory surgical skills lab training and surgical clerkship participated in this study...
March 28, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28277232/impact-of-near-peer-teaching-rounds-on-student-satisfaction-in-the-basic-surgical-clerkship
#11
Joseph A Lin, Norma Farrow, Brenessa M Lindeman, Anne O Lidor
BACKGROUND: Teaching rounds are rarely featured in the surgery clerkship. Senior students interested in surgery are suited to precept teaching rounds. Near-peer teaching can provide benefits to both learners and preceptors. METHODS: Near-peer teaching rounds consisted of senior student-precetors leading groups of 3 clerkship students on teaching rounds once during the clerkship. We prospectively surveyed student satisfaction before and after instituting near-peer teaching rounds...
June 2017: American Journal of Surgery
https://www.readbyqxmd.com/read/28235793/a-mixed-method-multiperspective-evaluation-of-a-near-peer-teaching-programme
#12
Sinéad Lydon, Paul O'Connor, Orla Mongan, Miroslawa Gorecka, Lyle McVicker, Aiden Stankard, Dara Byrne
PURPOSE OF STUDY: Peer teaching (PT) has become increasingly popular. PT may offer benefits for students, tutors and institutions. Although resistance to PT has been identified among faculty, research has typically focused on students' experiences and perceptions, rather than those of the peer tutors or senior doctors/medical faculty. The current study comprised of a comprehensive, multiperspective evaluation of a near PT programme delivered by interns to final-year medical students in the Republic of Ireland...
February 24, 2017: Postgraduate Medical Journal
https://www.readbyqxmd.com/read/28219315/near-peers-improve-patient-safety-training-in-the-preclinical-curriculum
#13
Sally R Raty, Cayla R Teal, Elizabeth A Nelson, Anne C Gill
BACKGROUND: Accrediting bodies require medical schools to teach patient safety and residents to develop teaching skills in patient safety. We created a patient safety course in the preclinical curriculum and used continuous quality improvement to make changes over time. OBJECTIVE: To assess the impact of resident teaching on student perceptions of a Patient Safety course. DESIGN: Using the Institute for Healthcare Improvement patient safety curriculum as a frame, the course included the seven IHI modules, large group lectures and small group facilitated discussions...
2017: Medical Education Online
https://www.readbyqxmd.com/read/28143942/bridging-the-education-action-gap-a-near-peer-case-based-undergraduate-ethics-teaching-programme
#14
Wing May Kong, Selena Knight
Undergraduate ethics teaching has made significant progress in the past decade, with evidence showing that students and trainee doctors feel more confident in identifying and analysing ethical issues. There is general consensus that ethics education should enable students and doctors to take ethically appropriate actions, and nurture moral integrity. However, the literature reports that doctors continue to find it difficult to take action when faced with perceived unethical behaviour. This has been evident in recent healthcare scandals, in which care has fallen below acceptable ethical standards, despite the presence of professional ethical guidelines and competencies...
January 31, 2017: Journal of Medical Ethics
https://www.readbyqxmd.com/read/28024234/the-hidden-curriculum-in-near-peer-learning-an-exploratory-qualitative-study
#15
Lisa McKenna, Brett Williams
BACKGROUND: Near-peer learning involving students from the same course, but at different levels, has gained prominence in health professional education over recent years. At the authors' university, nursing and paramedic students engage in near-peer learning in clinical skills laboratories where junior students learn specific skills from senior students. Our observations indicated that beyond the skills teaching, unintended learning occurred repeatedly. OBJECTIVES: The aim of this study was to examine near-peer learner and teacher experiences of participating in near-peer learning and to explore students' engagement beyond the skill being learnt...
March 2017: Nurse Education Today
https://www.readbyqxmd.com/read/28017288/using-objective-structured-clinical-examinations-to-assess-intern-orthopaedic-physical-examination-skills-a-multimodal-didactic-comparison
#16
Donna Phillips, Christian A Pean, Kathleen Allen, Joseph Zuckerman, Kenneth Egol
Patient care is 1 of the 6 core competencies defined by the Accreditation Council for Graduate Medical Education (ACGME). The physical examination (PE) is a fundamental skill to evaluate patients and make an accurate diagnosis. The purpose of this study was to investigate 3 different methods to teach PE skills and to assess the ability to do a complete PE in a simulated patient encounter. DESIGN: Prospective, uncontrolled, observational. SETTING: Northeastern academic medical center...
May 2017: Journal of Surgical Education
https://www.readbyqxmd.com/read/28012361/how-are-we-assessing-near-peer-teaching-in-undergraduate-health-professional-education-a-systematic-review
#17
REVIEW
Susan Irvine, Brett Williams, Lisa McKenna
BACKGROUND: Near Peer teaching (NPT) is reported as an effective pedagogical approach to student learning and performance. Studies in medicine, nursing and health sciences have relied mainly on self-reports to describe its benefits, focusing on psychomotor and cognitive aspects of learning. Despite increasing research reports on peer teaching internationally, little is known about the various domains of learning used in assessment of performance and objective learning outcomes of NPT...
March 2017: Nurse Education Today
https://www.readbyqxmd.com/read/27870925/quantitative-and-qualitative-analysis-of-student-tutors-as-near-peer-teachers-in-the-gross-anatomy-course
#18
J Walser, A Horneffer, W Oechsner, M Huber-Lang, S Gerhardt-Szep, A Boeckers
INTRODUCTION: Peer teaching is a well-established teaching method in medical education. During the 2012/13 winter term, the Institute of Anatomy and Cell Biology in Ulm, Germany, introduced a longitudinal didactics program ("Train the Tutor": TtT) to train student tutors as near-peer teachers (NPT) in the dissection course (DC). Twenty-three of 38 tutors participated in the programme. Our study describes the educational concept and the NPTs' activities in the dissection course. METHODS: NPTs documented their activities on a daily basis in the form of semi-structured reports...
March 2017: Annals of Anatomy, Anatomischer Anzeiger: Official Organ of the Anatomische Gesellschaft
https://www.readbyqxmd.com/read/27756922/an-observational-case-study-of-near-peer-teaching-in-medical-and-pharmacy-experiential-training
#19
Bayan Sharif-Chan, Dipti Tankala, Christine Leong, Zubin Austin, Marisa Battistella
Objective. To compare peer teaching in a medical and a pharmacy clinical teaching unit and to provide suggestions for future research in pharmacy near-peer teaching. Methods. This exploratory observational study used principles of ethnographic methodology for data collection and analysis. Observations were collected in a large downtown teaching hospital. An average of 4-6 hours per day were spent observing a team of medical trainees from the Faculty (School) of Medicine in the general internal medicine (unit for two weeks, followed by a team of pharmacy trainees in an ambulatory hemodialysis (HD) unit for two weeks...
September 25, 2016: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/27712197/realizing-the-potential-of-near-peer-teaching-programmes
#20
LETTER
Mark Zimmerman, Zak Deere
No abstract text is available yet for this article.
November 2016: Medical Teacher
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