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https://www.readbyqxmd.com/read/28931382/using-peer-review-to-distribute-group-work-marks-equitably-between-medical-students
#1
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
#2
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
#3
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...
August 18, 2017: Perspectives on Medical Education
https://www.readbyqxmd.com/read/28772064/becoming-a-peer-assisted-learning-pal-tutor
#4
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
#5
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
#6
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
#7
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
#8
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
#9
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
#10
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
https://www.readbyqxmd.com/read/28619020/medical-students-can-teach-communication-skills-a-mixed-methods-study-of-cross-year-peer-tutoring
#11
Osamu Nomura, Hirotaka Onishi, Hiroyuki Kato
BACKGROUND: Cross-year peer tutoring (CYPT) of medical students is recognized as an effective learning tool. The aim of this study is to investigate the non-inferiority of the objective outcome of medical interview training with CYPT compared with the results of faculty-led training (FLT), and to explore qualitatively the educational benefits of CYPT. METHODS: We conducted a convergent mixed methods study including a randomized controlled non-inferiority trial and two focus groups...
June 15, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28612515/the-benefits-of-a-peer-assisted-mock-paces
#12
Sarim Siddiqui, Samee Siddiqui, Qamar Mustafa, Abeer F Rizvi, Ibtesham T Hossain
BACKGROUND: Peer-assisted learning (PAL) and mock examinations have been credited as effective teaching tools; however, there is a lack of research into their effectiveness in PACES (practical assessment of clinical examination skills). This study demonstrates an effective model and the benefits of PAL after its implementation in a mock PACES at Imperial College London. There is a lack of research into the effectiveness of PAL and mock examinations in PACES METHODS: A mock PACES was designed for fifth-year medical students...
June 14, 2017: Clinical Teacher
https://www.readbyqxmd.com/read/28545616/peer-assisted-learning-pal-in-undergraduate-medical-education-an-overview
#13
REVIEW
Anne Herrmann-Werner, Regina Gramer, Rebecca Erschens, Christoph Nikendei, Annette Wosnik, Jan Griewatz, Stephan Zipfel, Florian Junne
Peer-assisted learning (PAL) has a long tradition and is nowadays implemented in the curricula of most medical faculties. Besides traditional areas of application like problem-based learning, anatomy, or CPR, more and more departments and institutes have established PAL as part of their everyday teaching. This narrative review provides some background information and basic definitions of PAL. It offers an overview on features and determinants as well as underlying learning theories and developments in PAL. In addition, motives for implementation are highlighted followed by a comparison of advantages and disadvantages...
April 2017: Zeitschrift Für Evidenz, Fortbildung und Qualität Im Gesundheitswesen
https://www.readbyqxmd.com/read/28521380/-clinical-practical-examination-in-orthopaedic-teaching-who-is-the-ideal-examiner
#14
Peter Melcher, Andreas Roth, Mohamed Ghanem, Daisy Rotzoll
Background Medical curricula require an increasing amount of integrated clinical practical skills education. German medical faculties are increasingly implementing the OSCE (objective structured clinical examination) to test students' practical as well as communication skills. Teaching and assessment tools for practical skills include simulators and simulated patient scenarios, where peer-assisted teaching (PAT) is applied. Trained student tutors support this process. This study examines for the first time the use of PAT student tutors as examiners in an orthopaedic OSCE unit and the existence of possible differences in rating between faculty and PAT student tutors...
August 2017: Zeitschrift Für Orthopädie und Unfallchirurgie
https://www.readbyqxmd.com/read/28516139/dataset-of-two-experiments-of-the-application-of-gamified-peer-assessment-model-into-online-learning-environment-meututor
#15
Thyago Tenório, Ig Ibert Bittencourt, Seiji Isotani, Alan Pedro, Patrícia Ospina, Daniel Tenório
In this dataset, we present the collected data of two experiments with the application of the gamified peer assessment model into online learning environment MeuTutor to allow the comparison of the obtained results with others proposed models. MeuTutor is an intelligent tutoring system aims to monitor the learning of the students in a personalized way, ensuring quality education and improving the performance of its members (Tenório et al., 2016) [1]. The first experiment evaluated the effectiveness of the peer assessment model through metrics as final grade (result), time to correct the activities and associated costs...
June 2017: Data in Brief
https://www.readbyqxmd.com/read/28478890/bericht-aus-der-praxis-practice-report-tutor-training-for-a-peer-assisted-interprofessional-communication-seminar-a-work-in-progress
#16
Jan Hundertmark, Angelika Homberg, Simone Alvarez, Heike Lauber, Sarah Berger, Christiane Büscher, Jobst-Hendrik Schultz, Cornelia Mahler
A novel peer-led communication seminar for medical students and for students of the Interprofessional Health Care B.Sc. degree programme at the Medical Faculty of Heidelberg is currently being developed to address the increasing need for interprofessional collaborative competencies in health care professionals. The core elements of this course include role plays in interprofessional communication situations, patient-centred professional practice, and reflections on underlying attitudes. Each seminar will be conducted by a team of two senior students from both undergraduate programmes, practising their new roles as interprofessional tutors and, at the same time, serving as competent role models for interprofessional collaboration...
May 3, 2017: Zeitschrift Für Evidenz, Fortbildung und Qualität Im Gesundheitswesen
https://www.readbyqxmd.com/read/28474960/getting-started-with-peer-assisted-learning-in-a-veterinary-curriculum
#17
Catriona E Bell, Susan M Rhind, Nigel H Stansbie, Neil P H Hudson
Peer-Assisted Learning (PAL) methodologies that involve students teaching other students have been shown to be valid and effective in a variety of disciplines, and are gaining increasing interest within veterinary medical education. PAL has been formally embedded within the undergraduate veterinary clinical skills curriculum at the Royal (Dick) School of Veterinary Studies (R(D)SVS), Edinburgh since 2009 (and informally for several years before this), and has been delivered successfully to over one thousand first-year tutees by over one thousand fourth-year tutors (in their penultimate clinical year)...
May 5, 2017: Journal of Veterinary Medical Education
https://www.readbyqxmd.com/read/28323395/development-of-a-didactical-training-concept-for-peer-tutors-in-gross-anatomy
#18
Simone Alvarez, Christoph Nikendei, Jobst-Hendrik Schultz
Even though peer tutors are often used in gross anatomy courses, research in the field is rather a subject of the last two decades. This is especially true about the didactical challenges these types of peer tutors experience during their tutorials and about how they are prepared for the task. The aim of the presented study was to learn about the training needs of the tutors, and to subsequently design, implement, and evaluate a didactical training concept. A qualitative design was chosen to examine how tutors can best be prepared for tutorials of gross anatomy...
September 2017: Anatomical Sciences Education
https://www.readbyqxmd.com/read/28303094/child-robot-interactions-for-second-language-tutoring-to-preschool-children
#19
Paul Vogt, Mirjam de Haas, Chiara de Jong, Peta Baxter, Emiel Krahmer
In this digital age social robots will increasingly be used for educational purposes, such as second language tutoring. In this perspective article, we propose a number of design features to develop a child-friendly social robot that can effectively support children in second language learning, and we discuss some technical challenges for developing these. The features we propose include choices to develop the robot such that it can act as a peer to motivate the child during second language learning and build trust at the same time, while still being more knowledgeable than the child and scaffolding that knowledge in adult-like manner...
2017: Frontiers in Human Neuroscience
https://www.readbyqxmd.com/read/28298160/new-perspectives-on-health-professions-students-e-learning-looking-through-the-lens-of-the-visitor-and-resident-model
#20
Maralyn Druce, Stella Howden
BACKGROUND: The growth of e-learning in health professional education reflects expansion of personal use of online resources. Understanding the user perspective in a fast-changing digital world is essential to maintain the currency of our approach. METHODS: Mixed methods were used to investigate a cohort of postgraduate, e-learning healthcare students' perspectives on their use of online resources for personal and/or professional roles, via questionnaire and student-constructed diagrams, capturing use of online resources (underpinned by White's model of "resident" and "visitor" online engagement)...
March 15, 2017: Medical Teacher
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