scholarly journals Near-peer-assisted learning for training undergraduate medical students in clinical ophthalmology skills

2021 ◽  
Author(s):  
Sumita Sethi ◽  
Ruchi Dabas ◽  
Renu Garg
Keyword(s):  
Medical Students ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning

scholarly journals Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

2020 ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training ◽  
The World

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

scholarly journals Peer-Assisted Learning (PAL): an innovation aimed at engaged learning for undergraduate medical students

2020 ◽  
pp. 1
Author(s):  
Hassan Siddiqi ◽  
Rehana Rehman ◽  
Farzeen Syed ◽  
Russell Martins ◽  
Muhammad Ibrahim ◽  
...  
Keyword(s):  
Medical Students ◽  
Engaged Learning ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning

scholarly journals Perceptions of undergraduate medical students about peer assisted learning.

2019 ◽  
Vol 26 (08) ◽  
pp. 1283-1288
Author(s):  
Robina Usman ◽  
Brekhna Jamil
Keyword(s):  
Medical Students ◽  
Teaching Method ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Peer Tutors ◽  
Peer Assisted Learning ◽  
Cross Sectional ◽  
Medical College ◽  
Validated Questionnaire ◽  
Degree Of Satisfaction

To assess the perceptions of undergraduate medical students about peer assisted learning (PAL). Study Design: Cross sectional study. Setting: Peshawar Medical College. Period: From March 2016 to August 2016. Materials and Methods: A total of 84 students from second year MBBS were included to record the perceptions about peer assisted learning. A total of six topics of urogenital module were selected for PAL session. A validated questionnaire having 17 close ended questions was used to evaluate PAL on Likert-scale. The participants consented and evaluated the questionnaire, from which data was gathered and analyzed to reveal the degree of satisfaction by the PAL. Results: There were equal number of males and females (40 each). About 65—75% agreed that PAL was more informative than classical lecture system; topic discussed was clearer and found answers to their questions. 60—70% liked to incorporate peer assisted learning in their modules, showed satisfaction to the contents covered, felt easy to communicate with peer tutor and were of the view that peer tutors performed well in their teacher’s role. Among peer tutors, 70—80% agreed that the endeavor improved their confidence in teaching, presentation and communication skills. Over 62% agreed that teaching at undergraduate level was a beneficial experience. Conclusion: The participants’ found the peer assisted learning teaching method as useful. Therefore, this strategy may be introduced in the college.

scholarly journals Challenges of peer assisted learning in online clinical skills training of ophthalmology module

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Online Communication ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training

Abstract Background Online communication has taken over in the last 2 years due to the frequent lockdowns because of the COVID-19 pandemic. Overburdened physicians in this pandemic are struggling to get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot fully attend the clinics. Therefore, in this scenario, online PAL (Peer Assisted Learning) sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in the Ophthalmology module of undergraduate medical students. Methods This qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills were carried at the Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. A purposive convenient sampling technique was used to collect data. Data were transcribed and analyzed using thematic analysis. Results The study identified six themes that were further divided into smaller subthemes. The subthemes derived from the collected data were organized under the following major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires, and desire for feedback on performance. The major challenge reported by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, and timing of the session. The unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor, and patient, learning desires, and desire for feedback on performance were the other important challenges faced by the students. Conclusion The challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient, and alternative teaching and learning modality in the curriculum especially in compromised circumstances like the current COVID-19 pandemic.

Using SurveyMonkey® to teach safe social media strategies to medical students in their clinical years

2015 ◽  
Vol 11 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Katrina A. Bramstedt ◽  
Ben Ierna ◽  
Victoria Woodcroft-Brown
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Media Ethics ◽  
Ethical Awareness ◽  
Media Technology ◽  
Undergraduate Medical Students ◽  
Clinical Rotations ◽  
Medical Apps ◽  
Practice Of Medicine ◽  
Medical Photography

Social media is a valuable tool in the practice of medicine, but it can also be an area of ‘treacherous waters’ for medical students. Those in their upper years of study are off-site and scattered broadly, undertaking clinical rotations; thus, in-house (university lecture) sessions are impractical. Nonetheless, during these clinical years students are generally high users of social media technology, putting them at risk of harm if they lack appropriate ethical awareness. We created a compulsory session in social media ethics (Doctoring and Social Media) offered in two online modes (narrated PowerPoint file or YouTube video) to fourth- and fifth-year undergraduate medical students. The novelty of our work was the use of SurveyMonkey® to deliver the file links, as well as to take attendance and deliver a post-session performance assessment. All 167 students completed the course and provided feedback. Overall, 73% Agreed or Strongly Agreed the course session would aid their professionalism skills and behaviours, and 95% supported delivery of the curriculum online. The most frequent areas of learning occurred in the following topics: email correspondence with patients, medical photography, and awareness of medical apps. SurveyMonkey® is a valuable and efficient tool for curriculum delivery, attendance taking, and assessment activities.

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