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near peer teaching

Mark Zimmerman, Zak Deere
No abstract text is available yet for this article.
October 6, 2016: Medical Teacher
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
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
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
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
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
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
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
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
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...
2016: International Journal of Medical Education
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
Jasmine Rana
Many medical schools have integrated early clinical skills courses to ease the "pre-clinical" to "clinical" transition for medical students. However, it may also be beneficial for medical students to revisit the pre-clinical basic sciences after their core clerkship rotations to foster a deeper understanding of causal pathways of disease that often take a backseat to clinical management principles during the clerkship experience. To this point, the author reflects on the learning benefits she experienced at the end of medical school when she served as a near-peer teacher in an integrated, organ-based physiology and pathophysiology course for first-year medical students...
June 1, 2016: Medical Teacher
Sara de Menezes, Daphne Premnath
OBJECTIVE: This study aims to: 1) Evaluate whether a near-peer program improves perceived OSCE performance; 2) Identify factors motivating students to teach; 3) Evaluate role of near-peer teaching in medical education. METHODS: A near-peer OSCE teaching program was implemented at Monash University's Peninsula Clinical School over the 2013 academic year. Forty 3rd-year and thirty final-year medical students were recruited as near-peer learners and educators, respectively...
May 30, 2016: International Journal of Medical Education
Jonny R Stephens, Samuel Hall, Matheus Gesteira Andrade, Scott Border
PURPOSE: Near-peer teaching (NPT) is a highly valuable resource for the education of medical undergraduates with benefits to the students, teachers themselves, and the faculty. To maximise the effectiveness of such teaching programmes, the aim of this study was to determine how the student learning experience, and underpinning social and cognitive congruencies changes as the learner-teacher distance increases. METHODS: Second-year medical students at the University of Southampton participated in a series of neuroanatomy, extra-curricular revision sessions taught by the third-, fourth-, and fifth-year medical students and junior doctors...
May 25, 2016: Surgical and Radiologic Anatomy: SRA
Thea F van de Mortel, Peter L Silberberg, Christine M Ahern, Sabrina W Pit
BACKGROUND: Training bodies see teaching by junior doctors and vocational trainees in general practice (family medicine) as integral to a doctor's role. While there is a body of literature on teacher training programs, and on peer and near-peer teaching in hospitals and universities, there has been little examination of near-peer teaching in general practice. Near-peer teaching is teaching to those close to oneself but not at the same level in the training continuum. This study investigated the perceptions of key stakeholders on near-peer teaching in general practice, their current near-peer teaching activities, and methods of recruitment and support...
2016: BMC Medical Education
Subha Ramani, Karen Mann, David Taylor, Harish Thampy
This AMEE Guide provides a framework to guide medical educators engaged in the design and implementation of "Resident as Teacher" programs. The suggested approaches are based on established models of program development: the Program Logic model to guide program design, the Dundee three-circle model to inform a systematic approach to planning educational content and the Kirkpatrick pyramid, which forms the backbone of program evaluation. The Guide provides an overview of Resident as Teacher curricula, their benefits and impact, from existing literature supplemented by insights from the authors' own experiences, all of whom are engaged in teaching initiatives at their own institutions...
July 2016: Medical Teacher
Alistair J Lawrence, Bamidele Famokunwa, Oliver Ziff
No abstract text is available yet for this article.
May 2016: Medical Teacher
Thomas D'Hooghe
For the last 20 years, Thomas D'Hooghe has been coordinator of the Leuven University Fertility Center at Leuven University Hospitals, Belgium, one of the largest teaching hospitals in Europe. Since 1995, he has also been Professor of Reproductive Medicine and Biology at KU Leuven (University of Leuven) and Adjunct Professor at Yale University, USA. Since 1 October 2015, he has been the Vice President and Head of Global Medical Affairs Fertility at Merck's headquarters in Darmstadt, Germany. He has published nearly 300 papers in internationally peer-reviewed journals and has contributed to reproductive health serving major international organizations such as the WHO, the European Society of Human Reproduction and Embryology, the Society of Reproductive Investigation and the World Endometriosis Research Foundation...
2016: Women's Health
Laurence Fulford, Victoria Gunn, Gregory Davies, Claire Evans, Tanzeem Raza, Michael Vassallo
INTRODUCTION: Medical students preparing for final exams need practical and theoretical knowledge. We evaluated a junior doctor led integrated programme delivering theoretical and practical teaching. METHODS: An 8-week junior-doctor led teaching programme was set up for final year medical students. Theory, OSCE and bedside teaching on selected weekly clinical themes were run. Satisfaction was evaluated using a questionnaire survey. RESULTS: Almost all agreed that the programme was useful and that an integrated approach to teaching was more beneficial than separate and unrelated lectures and practical teaching...
April 2016: Perspectives on Medical Education
Philip McElnay, Danya Bakhbakhi, Jane Sansom
The aim was to create an environment where doctors at all levels felt like an important part of the education team. Two teaching fellows were appointed to deliver teaching, encourage participation, and quality-assure teaching. An innovative electronic logbook named Teaching Log (T-Log) was developed to reliably "record and reward" teaching occurring at all career levels. A mentor scheme for medical students was established. Mentor training was provided for junior doctors. A near-peer teaching programme was developed for final year medical students on important skills required to be a safe junior doctor...
2014: BMJ Quality Improvement Reports
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