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https://www.readbyqxmd.com/read/29318736/junior-doctor-teaching-delivered-by-near-peers
#1
Oluwaseun Anyiam, Victoria Ware, Maria McKenna, John Hanley
BACKGROUND: Near-peer teaching - trainees teaching more junior trainee colleagues - has been widely described in undergraduate medical education. Several benefits have been reported, including a more comfortable learning environment for learners and the development of tutors' teaching skills. Near-peer teaching programmes in postgraduate training are less commonly described in the existing literature, however. This article outlines a pilot study of a postgraduate near-peer teaching programme implemented at the Royal Victoria Infirmary, Newcastle, UK...
January 10, 2018: Clinical Teacher
https://www.readbyqxmd.com/read/29291479/correlates-of-bullying-and-its-relationship-with-psychiatric-disorders-in-lebanese-adolescents
#2
Fadi Halabi, Lilian Ghandour, Racha Dib, Pia Zeinoun, Fadi T Maalouf
Understanding the contextual determinants of bullying behavior is pivotal for effective interventions. This paper describes the prevalence of bullying, its socio-demographic correlates and factors influencing its relationship with psychiatric disorders among a population-based sample of adolescents from Beirut recruited through a two-stage cluster sampling design. Recruited participants (n = 510) and their parents completed a battery of questionnaires and interviews including the Development and Wellbeing Assessment (DAWBA) and the Peer-Relations Questionnaire (PRQ)...
December 15, 2017: Psychiatry Research
https://www.readbyqxmd.com/read/29226274/virtual-dissection-by-ultrasound-probe-handling-in-the-first-year-of-medical-education
#3
Graziano Serrao, Massimo Tassoni, Alberto M Magenta-Biasina, Antonio Giuseppe Mantero, Antonino Previtera, Michela Crisitna Turci, Elia Mario Biganzoli, Emanuela A M Bertolini
Objectives: The aim of the present study was to assess the educational plan of first-year students of medicine by analyzing their scores in ultrasound body scanning. Methods: Since 2009, the San Paolo Medical School (Milan, Italy) has vertically integrated the study of anatomy with ultrasound-assisted virtual body dissection. Three modules were supplied: musculoskeletal system, heart and abdomen pelvis. 653 first-year students were trained. The students alternated as mutual model and operator...
September 2017: Ultrasound International Open
https://www.readbyqxmd.com/read/29186647/-students-clinical-nurse-preceptors-and-academic-tutors-perception-and-experience-in-relation-to-the-implementation-of-a-dedicated-education-unit-a-qualitative-study-using-focus-group
#4
Loris Bonetti, Manuela Cattalani, Angela Pacciani, Cristina Angelini, Patrizia Basile, Maria Cristina Currà, Ernesto Evicelli, Daniela Spotti, Carmela Crisalide, Giuseppina LeDonne
OBJECTIVE: analyse students, clinical nurse preceptors and academic tutors' perception and experience further to the implementation of a Dedicated Education Unit (DEU) in a pulmonary medicine ward. METHOD: The study follows a qualitative descriptive method. Data have been collected through focus groups (FGs). We have organized four different FGs, a specific focus group for each stakeholder (students, nurses and tutors) and a closing one with everybody. Each FG followed a qualitative content analysis method...
July 2017: Professioni Infermieristiche
https://www.readbyqxmd.com/read/29132600/an-overview-of-peer-tutor-training-strategies-at-german-medical-schools
#5
Simone Alvarez, Kathrin Dethleffsen, Tobias Esper, Astrid Horneffer, Kirsten Reschke, Jobst-Hendrik Schultz
BACKGROUND: An increased popularity of peer-assisted learning in medical schools all over the globe has caused a growing interest in taking a closer look into how student tutors are trained to handle the task. This article provides an overview of the tutor training strategies at five medical faculties in Germany. METHODS: Nine German medical faculties with an evident tutor training strategy were contacted by phone or e-mail. Ultimately, five of the nine contacted faculties responded and provided a detailed overview of their individual tutor training...
October 2017: Zeitschrift Für Evidenz, Fortbildung und Qualität Im Gesundheitswesen
https://www.readbyqxmd.com/read/29128429/practice-report-bericht-aus-der-praxis-an-exploration-of-peer-tutor-roles-and-recruitment-at-german-medical-schools
#6
Simone Alvarez, Jobst-Hendrik Schultz
BACKGROUND: Almost all medical faculties in Germany actively employ peer tutors. However, little is known about the roles these tutors play from a faculty point of view. Also, there are only few descriptions of the tutor recruitment and selection processes. METHODS: 32 of the medical faculties in Germany, where tutors are used in the training of medical students, were asked to provide information on the role and recruitment of tutors by means of a partially standardized questionnaire...
November 8, 2017: Zeitschrift Für Evidenz, Fortbildung und Qualität Im Gesundheitswesen
https://www.readbyqxmd.com/read/29058604/correction-to-medical-students-can-teach-communication-skills-a-mixed-methods-study-of-cross-year-peer-tutoring
#7
Osamu Nomura, Hirotaka Onishi, Hiroyuki Kato
No abstract text is available yet for this article.
October 20, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/29029969/cross-year-peer-assisted-learning-using-the-inverted-flipped-classroom-design-a-pilot-study-in-dentistry
#8
Maximilian Quoß, Stefan Rüttermann, Susanne Gerhardt-Szep
BACKGROUND: The inverted classroom model (ICM) represents a special combination of online and attendance learning. The implementation of the didactic concept of "peer-assisted learning" (PAL) within an ICM design has not yet been described in the literature for the field of restorative dentistry. OBJECTIVE: It was the goal of the present study to develop an ICM offering in a cross-year PAL format (ICM-cyPAL), and then introduce and evaluate it. METHOD: The pilot project was conducted at the dental clinic at the Goethe University of Frankfurt/Main, where following its conceptual development and implementation with three consecutive cohorts of students in their first clinical semester (the sixth semester at university) the ICM-cyPAL offering was evaluated...
October 10, 2017: Zeitschrift Für Evidenz, Fortbildung und Qualität Im Gesundheitswesen
https://www.readbyqxmd.com/read/29026536/implementation-of-central-line-associated-bloodstream-infection-prevention-bundles-in-a-surgical-intensive-care-unit-using-peer-tutoring
#9
Sang-Won Park, Suhui Ko, Hye-Sun An, Ji Hwan Bang, Woo-Young Chung
BACKGROUND: Central line-associated bloodstream infections (CLABSIs) can be prevented through well-coordinated, multifaceted programs. However, implementation of CLABSI prevention programs requires individualized strategies for different institutional situations, and the best strategy in resource-limited settings is uncertain. Peer tutoring may be an efficient and effective method that is applicable in such settings. METHODS: A prospective intervention was performed to reduce CLABSIs in a surgical intensive care unit (SICU) at a tertiary hospital...
2017: Antimicrobial Resistance and Infection Control
https://www.readbyqxmd.com/read/28963278/a-cluster-randomised-controlled-trial-to-evaluate-the-effectiveness-and-cost-effectiveness-of-the-goactive-intervention-to-increase-physical-activity-among-adolescents-aged-13-14-years
#10
Helen Elizabeth Brown, Fiona Whittle, Stephanie T Jong, Caroline Croxson, Stephen J Sharp, Paul Wilkinson, Edward Cf Wilson, Esther Mf van Sluijs, Anna Vignoles, Kirsten Corder
INTRODUCTION: Adolescent physical activity promotion is rarely effective, despite adolescence being critical for preventing physical activity decline. Low adolescent physical activity is likely to last into adulthood, increasing health risks. The Get Others Active (GoActive) intervention is evidence-based and was developed iteratively with adolescents and teachers. This intervention aims to increase physical activity through increased peer support, self-efficacy, group cohesion, self-esteem and friendship quality, and is implemented using a tiered-leadership system...
September 27, 2017: BMJ Open
https://www.readbyqxmd.com/read/28931382/using-peer-review-to-distribute-group-work-marks-equitably-between-medical-students
#11
Alex R Cook, Mikael Hartman, Nan Luo, Judy Sng, Ngan Phoon Fong, Wei Yen Lim, Mark I-Cheng Chen, Mee Lian Wong, Natarajan Rajaraman, Jeannette Jen-Mai Lee, Gerald Choon-Huat Koh
BACKGROUND: Although peer assessment has been used for evaluating performance of medical students and practicing doctors, it has not been studied as a method to distribute a common group work mark equitably to medical students working in large groups where tutors cannot observe all students constantly. METHODS: The authors developed and evaluated a mathematical formulation whereby a common group mark could be distributed among group members using peer assessment of individual contributions to group work, maintaining inter-group variation in group work scores...
September 20, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28890926/peer-assisted-history-taking-groups-a-subjective-assessment-of-their-impact-upon-medical-students-interview-skills
#12
Katharina Eva Keifenheim, Ernst Richard Petzold, Florian Junne, Rebecca Sarah Erschens, Natalie Speiser, Anne Herrmann-Werner, Stephan Zipfel, Martin Teufel
Background and Objectives: Among the clinical skills needed by all physicians, history taking is one of the most important. The teaching model for peer-assisted history-taking groups investigated in the present study consists of small-group courses in which students practice conducting medical interviews with real patients. The purpose of this pilot study was to investigate the expectations, experiences, and subjective learning progress of participants in peer-assisted history-taking groups. Methods: The 42 medical student participants completed a 4-month, peer-assisted, elective history-taking course, which both began and ended with a subjective assessment of their interview skills by way of a pseudonymized questionnaire...
2017: GMS Journal for Medical Education
https://www.readbyqxmd.com/read/28822105/peer-led-small-groups-are-we-on-the-right-track
#13
Fraser Moore
INTRODUCTION: Peer tutor-led small group sessions are a valuable learning strategy but students may lack confidence in the absence of a content expert. This study examined whether faculty reinforcement of peer tutor-led small group content was beneficial. METHODS: Two peer tutor-led small group sessions were compared with one faculty-led small group session using questionnaires sent to student participants and interviews with the peer tutors. One peer tutor-led session was followed by a lecture with revision of the small group content; after the second, students submitted a group report which was corrected and returned to them with comments...
October 2017: Perspectives on Medical Education
https://www.readbyqxmd.com/read/28772064/becoming-a-peer-assisted-learning-pal-tutor
#14
Peter Harrison
No abstract text is available yet for this article.
August 3, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28760684/bericht-aus-der-praxis-practice-report-how-to-successfully-establish-pal-in-medical-education-10-tips-to-succeed-in-pal-based-courses-in-undergraduate-medical-education-ugme
#15
Matthias Hofer, Kathrin Klein, Bastian Malzkorn, Alice Martin, Christian Weigel, Ole Martin
This article aims to provide useful suggestions for the implementation of new courses with peer-assisted learning (PAL) in undergraduate medical education (UGME). It presents 10 key tips for needs assessment, clarification of goals and objectives for internal marketing, the choice of teaching formats, fund raising, recruiting of educators, qualification of peer tutors, the fun factor, how to establish a structured and longitudinal curriculum, assessment methods and motivation, collecting feedback and the use of its results...
August 2017: Zeitschrift Für Evidenz, Fortbildung und Qualität Im Gesundheitswesen
https://www.readbyqxmd.com/read/28726243/the-effect-of-near-peer-tutoring-on-medical-students-performance-in-anatomical-and-physiological-sciences
#16
Katrina M Morgan, Emily E Northey, Mohammed K Khalil
Healthcare professional schools across the world are implementing near-peer tutoring (NPT) programs owing to numerous benefits to both tutors and tutees. This study determined whether higher attendance at NPT sessions led to improvements in course grades for high and low performing students. Fourth-year medical students used the USMLE Step 1 question format to tutor first-year medical students during the second half of the Structure and Function (SF) module, i.e., SF2. Attendance was recorded and students were accordingly divided into three groups: high, moderate, and low-no attendance...
July 20, 2017: Clinical Anatomy
https://www.readbyqxmd.com/read/28717985/basic-echocardiography-for-undergraduate-students-a-comparison-of-different-peer-teaching-approaches
#17
G Gradl-Dietsch, A K Menon, A Gürsel, A Götzenich, N Hatam, A Aljalloud, S Schrading, F Hölzl, M Knobe
BACKGROUND: The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes. METHODS: We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton's four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches...
July 17, 2017: European Journal of Trauma and Emergency Surgery: Official Publication of the European Trauma Society
https://www.readbyqxmd.com/read/28658020/socially-accountable-medical-education-an-innovative-approach-at-florida-international-university-herbert-wertheim-college-of-medicine
#18
Pedro J Greer, David R Brown, Luther G Brewster, Onelia G Lage, Karin F Esposito, Ebony B Whisenant, Frederick W Anderson, Natalie K Castellanos, Troy A Stefano, John A Rock
PROBLEM: Despite medical advances, health disparities persist, resulting in medicine's renewed emphasis on the social determinants of health and calls for reform in medical education. APPROACH: The Green Family Foundation Neighborhood Health Education Learning Program (NeighborhoodHELP) at Herbert Wertheim College of Medicine provides a platform for the school's community-focused mission. NeighborhoodHELP emphasizes social accountability and interprofessional education while providing evidence-based, patient- and household-centered care...
June 27, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28657242/an-irish-experience-in-establishing-and-evaluating-an-intern-led-teaching-programme
#19
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/28632009/self-observation-and-peer-feedback-as-a-faculty-development-approach-for-problem-based-learning-tutors-a-program-evaluation
#20
Irène Garcia, Richard W James, Paul Bischof, Anne Baroffio
PROBLEM: Good teaching requires spontaneous, immediate, and appropriate action in response to various situations. It is even more crucial in problem-based learning (PBL) tutorials, as the tutors, while directing students toward the identification and attainment of learning objectives, must stimulate them to contribute to the process and provide them with constructive feedback. PBL tutors in medicine lack opportunities to receive feedback from their peers on their teaching strategies. Moreover, as tutorials provide little or no time to stop and think, more could be learned by reflecting on the experience than from the experience itself...
July 2017: Teaching and Learning in Medicine
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