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Peer teaching

Kathleen MacDonald, Jessica De Zylva, Margaret McAllister, Donna Lee Brien
OBJECTIVES: Nursing history is replete with examples of heroic individuals acting courageously to meet the needs of vulnerable patients and communities. Heroism exemplifies the pinnacle of self-actualised behaviour. It fuels the plots of countless human stories, and enthrals and inspires people. Yet, heroism may be seen as an extreme behaviour that only exceptional individuals are capable of enacting, and may thus be seen as out of reach for ordinary nurses, and something that could be risky to teach and disseminate...
June 8, 2018: Nurse Education Today
Joshua DeSipio, John Gaughan, Susan Perlis, Sangita Phadtare
In recent years, there has been an increasing focus on the need to integrate formal knowledge with clinical experience in the pre-clinical years since the initial years of medical education play an important role in shaping the attitudes of medical students towards medicine and support the development of clinical reasoning. In this study, we describe approaches that involve real patients and patient-simulation-based methodologies to teach gastroenterology to second year medical students. Our goals were to (i) demonstrate bio-psychosocial aspects of clinical practice, (ii) demonstrate commonality of gastrointestinal ailments, and (iii) help understand complex gastroenterology concepts...
June 12, 2018: Healthcare (Basel, Switzerland)
Jolien J Glaudemans, Anja E de Jong, Bregje D Onwuteaka Philipsen, Jan Wind, Dick L Willems
Background: Few older people benefit from advance care planning (ACP), due to several barriers related to primary care professionals, such as insufficient knowledge, negative beliefs and a lack of time. Information on overcoming these barriers is limited. We assumed primary care professionals experienced in ACP with older patients are likely to have learned how to overcome these barriers. Objective: To investigate how Dutch primary care professionals experienced in ACP with older patients overcome these barriers...
June 11, 2018: Family Practice
Dianne Toe, Louise Paatsch
Classrooms are characterized by interactions in a range of genres. The concise language required by expository interactions can be challenging for children who have atypical language, including children who are deaf and hard of hearing (DHH). This study compared the way three groups of upper primary school students (aged 8-13 years) taught a peer to play a new unfamiliar board game: (a) DHH "experts" teaching a "novice" hearing peer; (b) hearing experts teaching a DHH novice; and (c) a hearing expert teaching a hearing novice...
June 8, 2018: Journal of Deaf Studies and Deaf Education
Lisa Sullivan, Laura Magaña, Sandro Galea
No abstract text is available yet for this article.
June 2018: Lancet. Public Health
Erin Sweeney, Erin E Barton, Jennifer R Ledford
A multiple probe across participants with an embedded withdrawal single case research design was used to examine the effectiveness of a progressive time delay (PTD) procedure to teach preschoolers with disabilities to imitate their peers during a sculpting play activity. Data indicated the presence of a functional relation between the use of PTD and contingent reinforcement on increased levels of peer imitation across participants; levels also decreased when PTD was withdrawn, although not to baseline levels...
June 6, 2018: Journal of Autism and Developmental Disorders
Tarsh Pandit, Robin A Ray, Sabe Sabesan
Introduction: Historically, the use of videoconference technologies in emergency medicine training has been limited. Whilst there are anecdotal reports of the use of teletraining for emergency medicine by rural doctors in Australia, minimal evidence exists in the literature. This paper aimed to explore the use of teletraining in the context of managing emergency presentations in rural hospitals. Methods: Using a qualitative approach, a mixture of junior and senior doctors were invited to participate in semistructured interviews...
2018: International Journal of Telemedicine and Applications
Amber Shamim Sultan
Flipping the classroom is a pedagogical model that employs easy to use, readily accessible technology based resources such as video lectures, reading handouts, and practice problems outside the classroom, whereas interactive group-based, problem-solving activities conducted in the classroom. This strategy permits for an extended range of learning activities during the session. Using class time for active learning provides greater opportunity for mentoring and peer to peer collaboration. Instead of spending too much time on delivering lectures, class time can best be utilized by interacting with students, discussing their concerns related to the particular topic to be taught, providing real life examples relevant to the course content, challenging students to think in a broader aspect about complex process and encouraging different team based learning activities...
April 2018: JPMA. the Journal of the Pakistan Medical Association
Hafiz Naweed Ahmad, Mobeen Asif
OBJECTIVE: To investigate medical students' study habits, their learning styles, and preferences, during general surgery rotation, for better understanding the art of pedagogy and improving the quality of teaching and learning. METHODS: This mixed-method study was conducted at the Quaid-i-Azam Medical College, Bahawalpur, Pakistan, from March 2013 to December 2014. Medical students of third and final years were asked to fill in a13-item questionnaire during surgery rotation...
April 2018: JPMA. the Journal of the Pakistan Medical Association
Jason N Itri, Adam Donithan, Sohil H Patel
OBJECTIVE: Random peer review programs are not optimized to discover cases with diagnostic error and thus have inherent limitations with respect to educational and quality improvement value. Nonrandom peer review offers an alternative approach in which diagnostic error cases are targeted for collection during routine clinical practice. The objective of this study was to compare error cases identified through random and nonrandom peer review approaches at an academic center. METHODS: During the 1-year study period, the number of discrepancy cases and score of discrepancy were determined from each approach...
May 10, 2018: Journal of the American College of Radiology: JACR
Arthur Manoli, Lorraine Hutzler, Deirdre Regan, Eric J Strauss, Kenneth A Egol
Sharps-related injuries represent a significant occupational hazard to orthopedic surgeons. Despite increased attention and targeted interventions, evidence suggests that the majority of incidents continue to go unreported. The purpose of this study was to examine the incidence, attitudes, and factors that affect the reporting of sharps injuries among orthopedic surgery residents at a large academic teaching hospital in an effort to increase reporting rates and design effective interventions. This study administered an anonymous cross-sectional survey regarding intraoperative sharps exposures to current orthopedic house staff, with an 87% (54/62) response rate...
June 2018: Bulletin of the Hospital for Joint Diseases
Mahlegha Dehghan, Fatemeh Ghaedi Heidari, Zahra Karzari, Parvin Mangolian Shahrbabaki
Introduction The teaching-learning process plays an effective role in training nursing students. Devising novel methods can lead to achievement of educational objectives as well as promotion of the clinical and practical training. The present study is aimed to determine the effect of integrated training, including practicing, peer clinical training and objective structured clinical examination (OSCE) assessment. Methods The interventional study was conducted on 58 freshman students. Two groups underwent a five-stage educational process; so that, all the students were trained and practiced in the skills lab, and their practical skills were investigated via the OSCE test...
May 25, 2018: International Journal of Adolescent Medicine and Health
Kay Lawrence, DeAnne K Hilfinger Messias, Robin Dawson Estrada, Vicki Long
Peer teaching provides students with opportunities to experience the educator role and increase self-confidence and problem-solving skills. To address the shortage of meaningful leadership experiences for senior baccalaureate nursing students, faculty implemented an alternative leadership experience involving senior students taking on the role of peer teachers in the high-fidelity simulation (HFS) laboratory. We conducted focus groups to assess peer teachers and learners' experiences and used thematic analysis to examine and interpret the data...
May 9, 2018: Nurse Educator
Naomi Gostelow, Germander Soothill, Seema Vawda, David Annan
Background: The situational judgment test (SJT) was introduced for all graduating United Kingdom medical students in 2013. Students have anxiety over time pressures and heavy weighting of a single examination. Aims: This study aimed to examine formal SJT preparation available, perceptions of a near peer-delivered course, and to measure improvement in students' confidence. Innovation: Foundation doctors ( first 2 years of postgraduate training) produced a "Situational Judgment Test Preparation Course" in November 2015...
September 2017: Education for Health: Change in Training & Practice
Chia-Chang Huang, Hui-Chi Hsu, Ling-Yu Yang, Chen-Huan Chen, Ying-Ying Yang, Ching-Chih Chang, Chiao-Lin Chuang, Wei-Shin Lee, Fa-Yauh Lee, Shinn-Jang Hwang
BACKGROUND: Failure to transfer procedural skills learned in a laboratory to the bedside is commonly due to a lack of peer support/stimulation. A digital platform (Facebook) allows new clinical clerks to share experiences and tips that help augment their procedural skills in a peer-assisted learning/teaching method. This study aims to investigate the effectiveness of the innovation of using the digital platform to support the transfer of laboratory-trained procedural skills in the clinical units...
May 17, 2018: Journal of the Chinese Medical Association: JCMA
Tiffany A Stauch, Joshua B Plavnick, Sudha Sankar, Annie C Gallagher
Few interventions focus on teaching social skills to adolescents with autism spectrum disorder (ASD) and intellectual disabilities (ID) that are consistently used during interactions with peers ( Carter et al., 2014). The present study evaluated the effects of video-based group instruction (VGI) on the acquisition of social perception skills of five adolescents with ASD or ID in a public school setting. Social perception involves observing affective behaviors of others, discriminating relevant environmental stimuli, and differentially reinforcing the affective behavior of another person...
May 17, 2018: Journal of Applied Behavior Analysis
Laura M Hart, Georgina R Cox, Lucy Lees
PURPOSE OF REVIEW: Common adolescent mental disorders, such as depression, often go untreated and severely impact health and educational outcomes. The purpose of this review is to describe what is currently known about school-based mental health interventions and to describe a new intervention, Mental Health First Aid training. RECENT FINDINGS: Universal and selective prevention and treatment programmes have been widely evaluated, though population-level dissemination remains elusive...
May 15, 2018: Current Opinion in Pediatrics
Simone Alvarez, Jobst-Hendrik Schultz
There are many benefits to peer and near-peer tutoring. The current literature suggests that near-peer teaching within the domain of gross anatomy may lead to the development of numerous competencies for burgeoning medical professionals. The aim of this study was a quantitative and qualitative approach to explore which professional and personal competencies anatomy tutors developed as a result of their teaching activities in a gross anatomy course at a medical school in Germany. For a period of 18 months, 24 peer tutors were followed and queried multiple times via questionnaire and semi-structured interviews...
May 15, 2018: Anatomical Sciences Education
Jessica S Akers, Thomas S Higbee, Kristina R Gerencser, Azure J Pellegrino
Children with autism spectrum disorder (ASD) often have deficits in social skills and may avoid engaging in play activities with typically developing peers. The purpose of this study was to identify the utility of activity schedules, with embedded scripts, to teach three children with ASD to play a complex social game. Specifically, children with ASD were taught to play hide-and-seek with typically developing peers. Once the activity schedules were introduced, participants began engaging in independent hide-and-seek behaviors...
May 14, 2018: Journal of Applied Behavior Analysis
Simon Morris, Max Sallis Osborne, Duncan Bowyer
OBJECTIVES: To assess the effect of near-peer head and neck anatomy teaching on undergraduates and to quantify the benefit from a focussed teaching course. Near-peer teaching involves colleagues within close seniority and age proximity teaching one another on a specified topic. DESIGN: Small group teaching sessions were delivered to medical students on 3 key areas of ENT anatomy. Participants were given a precourse and postcourse questionnaire to determine the benefit attained from the course...
May 11, 2018: Journal of Surgical Education
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