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https://www.readbyqxmd.com/read/28277232/impact-of-near-peer-teaching-rounds-on-student-satisfaction-in-the-basic-surgical-clerkship
#1
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...
September 30, 2016: American Journal of Surgery
https://www.readbyqxmd.com/read/28235793/a-mixed-method-multiperspective-evaluation-of-a-near-peer-teaching-programme
#2
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
#3
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
#4
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
#5
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
#6
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...
December 21, 2016: 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
#7
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...
December 16, 2016: 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
#8
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
#9
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
#10
Mark Zimmerman, Zak Deere
No abstract text is available yet for this article.
November 2016: Medical Teacher
https://www.readbyqxmd.com/read/27708699/brunei-s-teacher-education-programs-insights-into-students-coping-and-help-seeking-strategies-to-challenges
#11
Lawrence Mundia, Masitah Shahrill, Jainatul Halida Jaidin, Rosmawijah Jawawi, Mar Aswandi Mahadi
BACKGROUND: Brunei started implementing its two main reformed teacher education programs, MTeach and MEd, in 2009. The reasons for these innovations included upgrading the standard of teacher training, increasing teaching effectiveness, and improving the quality of education in the country. The purpose of this study was to determine how student teachers coped with and sought help on the challenging programs. METHODS: Using an online survey design, 76 randomly selected recent graduate teachers responded appropriately to questionnaires administered to them by email...
2016: International Journal of Mental Health Systems
https://www.readbyqxmd.com/read/27664087/current-roles-and-perceived-needs-of-pediatric-hospital-medicine-fellowship-graduates
#12
Jennifer M Oshimura, Benjamin D Bauer, Neha Shah, Eugene Nguyen, Jennifer Maniscalco
OBJECTIVES: Pediatric hospitalists report the need for additional training in clinical and nonclinical domains. Pediatric hospital medicine (PHM) fellowships seek to provide this training and produce leaders in the field. Our objective is to describe current roles and perceived training needs of PHM fellowship graduates. METHODS: In 2014, all PHM fellowship graduates were asked to complete a Web-based survey. Survey questions addressed demographics, past training, current roles, and training needs in clinical care, research, education, and administration...
October 2016: Hospital Pediatrics
https://www.readbyqxmd.com/read/27549654/which-peer-teaching-methods-do-medical-students-prefer
#13
Nithish Jayakumar, Danushan Srirathan, Rishita Shah, Agnieszka Jakubowska, Andrew Clarke, David Annan, Dekan Albasha
BACKGROUND: The beneficial effects of peer teaching in medical education have been well-described in the literature. However, it is unclear whether students prefer to be taught by peers in small or large group settings. This study's aim was to identify differences in medical students' preferences and perceptions of small-group versus large-group peer teaching. METHODS: Questionnaires were administered to medical students in Year 3 and Year 4 (first 2 years of clinical training) at one institution in the United Kingdom to identify their experiences and perceptions of small-and large-group peer teaching...
May 2016: Education for Health: Change in Training & Practice
https://www.readbyqxmd.com/read/27488259/near-peer-medical-student-simulation-training
#14
Thomas Cash, Eleanor Brand, Emma Wong, Jay Richardson, Sam Athorn, Faiza Chowdhury
BACKGROUND: There is growing concern that medical students are inadequately prepared for life as a junior doctor. A lack of confidence managing acutely unwell patients is often cited as a barrier to good clinical care. With medical schools investing heavily in simulation equipment, we set out to explore if near-peer simulation training is an effective teaching format. METHODS: Medical students in their third year of study and above were invited to attend a 90-minute simulation teaching session...
August 3, 2016: Clinical Teacher
https://www.readbyqxmd.com/read/27422739/challenges-to-neurology-residency-education-in-today-s-health-care-environment
#15
Danny Bega, Dimitri Krainc
Residency training has had to adapt to higher patient volumes, increased complexity of medical care, and the commercialized system of health care. These changes have led to a concerning culture shift in neurology. We review the relationship between the emerging health care delivery system and residency training, highlighting issues related to duty hours and work-life balance, the changing technological landscape, high patient volumes, and complex service obligations. We propose that the current challenges in health care delivery offer the opportunity to improve neurology residency through faculty development programs, bringing teaching back to the bedside, increasing resident autonomy, utilizing near-peer teaching, and rewarding educators who facilitate an environment of inquiry and scholarship, with the ultimate goal of better alignment between education and patient care...
September 2016: Annals of Neurology
https://www.readbyqxmd.com/read/27347289/near-peer-mentorship-for-undergraduate-training-in-ugandan-medical-schools-views-of-undergraduate-students
#16
Godfrey Zari Rukundo, Aluonzi Burani, Jannat Kasozi, Claude Kirimuhuzya, Charles Odongo, Catherine Mwesigwa, Wycliff Byona, Sarah Kiguli
INTRODUCTION: Masters Students are major stakeholders in undergraduate medical education but their contribution has not been documented in Uganda. The aim of the study was to explore and document views and experiences of undergraduate students regarding the role of masters students as educators in four Ugandan medical schools. METHODS: This was a cross-sectional descriptive study using qualitative data collection methods. Eight Focus Group Discussions were conducted among eighty one selected preclinical and clinical students in the consortium of four Ugandan medical schools: Mbarara University of Science and Technology, Makerere College of Health Sciences, Gulu University and Kampala International University, Western Campus...
2016: Pan African Medical Journal
https://www.readbyqxmd.com/read/27325356/specialty-trainee-led-intensive-care-unit-induction
#17
Joanna Sumpter, Julian Wijesuriya, Rachel McComb, Gilbert Thomas-Black, Alistair Connell, Andrew Achilleos
BACKGROUND: Junior doctors from varied medical specialties are increasingly undertaking placements in intensive care units (ICUs). They may have minimal previous experience in the provision of advanced organ support, yet may have high levels of clinical responsibility. Traditional ICU induction has been consultant led, and has focused on local procedures and policies. A survey of trainees highlighted low levels of preparedness and confidence at managing advanced organ support, and dissatisfaction with the existing induction format...
June 20, 2016: Clinical Teacher
https://www.readbyqxmd.com/read/27325161/near-peer-teaching-programme-for-medical-students
#18
Zoe Gottlieb, Samantha Epstein, Jeremy Richards
BACKGROUND: Near-peer teaching (NPT) is increasingly recognised as an effective method for teaching and learning within medical education. We describe a student-as-teacher programme developed for fourth-year students (MS4s) helping to deliver the second-year Respiratory Pathophysiology course at our medical school. METHODS: Twelve MS4s were paired with faculty members to co-teach one or two small group case-based sessions for second-year students (MS2s). Beforehand, MS4s attended an orientation session and workshop, reviewing skills and strategies for teaching effectively...
June 20, 2016: Clinical Teacher
https://www.readbyqxmd.com/read/27295403/the-outcomes-and-acceptability-of-near-peer-teaching-among-medical-students-in-clinical-skills
#19
Carole Khaw, Lynne Raw
OBJECTIVE: To determine the outcomes and acceptability of final-year students tutoring in Clinical Skills to Years 1-2 students in a 4-week Medical Education elective. METHODS: A paper-based survey with 14 questions requiring responses on a Likert-like scale and 2 questions with free-text responses was used to investigate Year 6 student-tutor (n=45) and Years 1-2 tutee (n=348) perceptions of near-peer teaching in Clinical Skills. The independent t-test compared mean responses from student-tutors and tutees, and thematic analysis of free-text responses was conducted...
June 12, 2016: International Journal of Medical Education
https://www.readbyqxmd.com/read/27292435/the-near-peer-approach-to-teaching-musculoskeletal-physical-examination-skills-benefits-residents-and-medical-students
#20
Casandra J Rosenberg, Katherine N Nanos, Karen L Newcomer
BACKGROUND: The musculoskeletal physical examination (MSK PE) is an essential part of medical student training, and it is best taught in a hands-on, longitudinal fashion. A barrier to this approach is faculty instructor availability. "Near-peer" teaching refers to physicians-in-training teaching their junior colleagues. It is unknown whether near-peer teaching is effective in teaching this important physical examination skill. OBJECTIVE: To investigate attitudes of medical students and physical medicine and rehabilitation (PM&R) residents regarding near-peer teaching in an MSK PE curriculum...
June 10, 2016: PM & R: the Journal of Injury, Function, and Rehabilitation
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