scholarly journals Assessing Peer Teaching Completeness of Medical Students during Reciprocal Peer Teaching

2021 ◽  
Vol 35 (S1) ◽  
Author(s):  
Steven Newman
Keyword(s):  
Medical Students ◽  
Peer Teaching

scholarly journals The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations

2021 ◽  
Author(s):  
Charles F. C. Taylor ◽  
Octavia R. Kurn ◽  
Steven P. Glautier ◽  
Deepika Anbu ◽  
Oliver Dean ◽  
...  
Keyword(s):  
Medical Students ◽  
Positive Feedback ◽  
Medical Curriculum ◽  
Psychology Students ◽  
Peer Teaching ◽  
Interdisciplinary Education ◽  
Knowledge Assessment ◽  
Perceived Knowledge

AbstractNear-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students taught 2nd-year psychology students neuroanatomy. The session was evaluated using three objective and subjective assays. A knowledge assessment test showed significant improvement after teaching, and there were significant improvements on self-perceived knowledge/attitudes towards neuroanatomy, as well as positive feedback on the use of NPT. These observations evidence the successful use of Interdisciplinary Near-Peer Teaching (INPT) within a neuroanatomical curriculum.

scholarly journals Peer teaching medical students during a pandemic

2020 ◽  
Vol 25 (1) ◽  
pp. 1772014 ◽  
Author(s):  
Victoria Roberts ◽  
Katie Malone ◽  
Paul Moore ◽  
Tamarind Russell-Webster ◽  
Rachel Caulfield
Keyword(s):  
Medical Students ◽  
Peer Teaching

Near-peer teaching programme for medical students

2016 ◽  
Vol 14 (3) ◽  
pp. 164-169 ◽  
Author(s):  
Zoe Gottlieb ◽  
Samantha Epstein ◽  
Jeremy Richards
Keyword(s):  
Medical Students ◽  
Peer Teaching ◽  
Teaching Programme

scholarly journals Near-peer teaching between Haitian and American medical students: a longitudinal evaluation of an emergency response curriculum

2016 ◽  
Vol 82 (3) ◽  
pp. 361
Author(s):  
A. Hannaford ◽  
A. Lockwood ◽  
J. Murphy ◽  
L. Chockaligam ◽  
M. Byrne ◽  
...  
Keyword(s):  
Medical Students ◽  
American Medical ◽  
Emergency Response ◽  
Peer Teaching ◽  
Longitudinal Evaluation

scholarly journals Quality improvement education for medical students: a near-peer pilot study

2020 ◽  
Author(s):  
Elizabeth McGeorge ◽  
Charles Coughlan ◽  
Martha Fawcett ◽  
Robert Klaber
Keyword(s):  
Quality Improvement ◽  
Medical Students ◽  
Peer Teaching ◽  
Junior Doctors ◽  
Teaching Content ◽  
Single Centre Study ◽  
The Uk ◽  
The University ◽  
Competing Priorities ◽  
Future Work

Abstract Background Quality improvement (QI) is an essential component of modern clinical practice. Front-line professionals offer valuable perspectives on areas for improvement and are motivated to deliver change. In the UK, all junior doctors are expected to participate in QI in order to advance to the next stage of their training. However, UK undergraduates receive no standardized training in QI methodology. This is perpetuated within medical schools by a lack of teaching capacity and competing priorities, and may lead to tokenistic engagement with future QI projects. Methods We describe a near-peer teaching programme designed to introduce students to QI methodology. This programme was conceived and delivered in full by junior doctors and used existing resources to ensure high quality teaching content. 111 fifth-year medical students from the University of Cambridge were taught in interactive, participative workshops that encourage them to develop their own QI change ideas and projects. Core topics included the model for improvement, driver diagrams, stakeholder engagement, measurement for improvement and analysing and presenting data. Students completed surveys before and immediately after this intervention to assess their understanding of and confidence in utilizing QI methodology. Questionnaires were also completed by junior doctor tutors. Results Analysis of questionnaires completed before and immediately after the intervention revealed statistically significant improvements in students’ self-reported understanding of QI (p<0.05) and confidence in applying techniques to their own work (p<0.05). Students expressed a preference for QI teaching delivered by junior doctors, citing a relaxed learning environment and greater relevance to their stage of training. Tutors reported increased confidence in using QI techniques and a greater willingness to engage with QI in future. Conclusions In this single-centre study, near-peer teaching produced significant improvements in students’ self-reported understanding of QI and confidence in applying QI methodology. Near-peer teaching may constitute a sustainable means of teaching essential QI skills at undergraduate level. Future work must evaluate objective measures of student engagement with and competence in conducting QI.

scholarly journals &[Iota]mplementation and evaluation of a near‐peer teaching program in a Neuroanatomy course for medical students

2019 ◽  
Vol 33 (S1) ◽  
Author(s):  
Marinos G. Sotiropoulos ◽  
Stefanos Karamaroudis ◽  
Eleni Poulogiannopoulou ◽  
Elizabeth O. Johnson
Keyword(s):  
Medical Students ◽  
Peer Teaching ◽  
Teaching Program

scholarly journals Perceptions On Reciprocal Peer Teaching Among Medical Students As Learners And As Tutors

2019 ◽  
Vol Volume 10 ◽  
pp. 817-827 ◽  
Author(s):  
Saad M AlShareef ◽  
Abdulrahman Yousef Aldayel ◽  
Hamid Mohammed Alghamdi ◽  
Mohammed Buraik Alosaimi ◽  
Muteb Mousa Alharbi ◽  
...  
Keyword(s):  
Medical Students ◽  
Peer Teaching
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