scholarly journals Evaluation of Constructing Care Collaboration - nurturing empathy and peer-to-peer learning in medical students who participate in voluntary structured service learning programmes for migrant workers

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
DYE Sin ◽  
TCT Chew ◽  
T. K. Chia ◽  
J. S. Ser ◽  
A. Sayampanathan ◽  
...  
Keyword(s):  
Medical Students ◽  
Service Learning ◽  
Migrant Workers ◽  
Peer Learning ◽  
Peer To Peer

scholarly journals A digital peer-to-peer learning platform for clinical skills development.

2017 ◽  
Vol 8 (1) ◽  
pp. e59-66 ◽  
Author(s):  
Jesse Paul Basnak ◽  
Emeka Nzekwu ◽  
Meghan Chow ◽  
Jennifer Ortynski
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Clinical Skills ◽  
Peer Learning ◽  
School Curriculum ◽  
Peer To Peer ◽  
Medical Curricula ◽  
Digital Platform ◽  
University Of Alberta ◽  
Learning Platform

Background: Due to constraints in time and resources, medical curricula may not provide adequate opportunities for pre-clerkship students to practice clinical skills. To address this, medical students at the University of Alberta developed a digital peer-to-peer learning initiative. The initiative assessed if students can learn clinical skills from their peers in co-curricular practice objective structured clinical exams (OSCEs).Methods: A total of 144 first-year medical students participated. Students wrote case scenarios that were reviewed by physicians. Students enacted the cases in practice OSCEs, acting as the patient, physician, and evaluator. Verbal and electronic evaluations were completed. A digital platform was used to automate the process. Surveys were disseminated to assess student perceptions of their experience.Results: Seventy-five percent of participants said they needed opportunities to practice patient histories and physical exams in addition to those provided in the medical school curriculum. All participants agreed that the co-curricular practice OSCEs met this need. The majority of participants also agreed that the digital platform was efficient and easy to use.Conclusion: Students found the practice OSCEs and digital platform effective for learning clinical skills. Thus, peer-to-peer learning and computer automation can be useful adjuncts to traditional medical curricula.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

scholarly journals Reflective Writing about Near-Peer Blogs: A Novel Method for Introducing the Medical Humanities in Premedical Education

2021 ◽  
Author(s):  
Rachel Conrad Bracken ◽  
Ajay Major ◽  
Aleena Paul ◽  
Kirsten Ostherr
Keyword(s):  
Medical Student ◽  
Qualitative Analysis ◽  
Narrative Analysis ◽  
Academic Medicine ◽  
Medical Humanities ◽  
Peer Learning ◽  
Peer To Peer ◽  
Reflective Writing ◽  
Premedical Students ◽  
Blog Posts

AbstractNarrative analysis, creative writing, and interactive reflective writing have been identified as valuable for professional identity formation and resilience among medical and premedical students alike. This study proposes that medical student blogs are novel pedagogical tools for fostering peer-to-peer learning in academic medicine and are currently underutilized as a near-peer resource for premedical students to learn about the medical profession. To evaluate the pedagogical utility of medical student blogs for introducing core themes in the medical humanities, the authors conducted qualitative analysis of one hundred seventy-six reflective essays by baccalaureate premedical students written in response to medical student-authored narrative blog posts. Using an iterative thematic approach, the authors identified common patterns in the reflective essays, distilled major themes, coded the essays, and conducted narrative analysis through close reading. Qualitative analysis identified three core themes (empathic conflict, bias in healthcare, and the humanity of medicine) and one overarching theme (near-peer affinities). The premedical students’ essays demonstrated significant self-reflection in response to near-peer works, discussed their perceptions of medical professionalism, and expressed concerns about their future progress through the medical education system. The essays consistently attributed the impact of the medical student narratives to the authors’ status as near-peers. The authors conclude that reading and engaging in reflective writing about near-peer blog posts encourages premedical students to develop an understanding of core concepts in the medical humanities and promotes their reflection on the profession of medicine. Thus, incorporating online blogs written by medical trainees as narrative works in medical humanities classrooms is a novel pedagogical method for fostering peer-to-peer learning in academic medicine.

scholarly journals Incorporating Telementorship Into Laboratory Capacity Building Initiatives for Improved AMR Surveillance in Ethiopia

2020 ◽  
Vol 41 (S1) ◽  
pp. s41-s42
Author(s):  
Martin Evans ◽  
Rajiha Abubeker ◽  
Surafel Fentaw Dinku ◽  
Thuria Adem ◽  
Abera Abdeta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Capacity Building ◽  
Peer Learning ◽  
Peer To Peer ◽  
Collaborative Problem Solving ◽  
Surveillance Network ◽  
Project Echo ◽  
Laboratory Capacity ◽  
Case Presentations

Background: In July 2017, recognizing the threat that antimicrobial resistance poses to the population, the Ethiopian Public Health Institute (EPHI) launched the Ethiopia AMR Surveillance Network at 4 sentinel laboratories. Simultaneously, laboratory capacity building was initiated to ensure the reporting of quality laboratory data to the surveillance system. One initiative, Project ECHO (Extension for Community Healthcare Outcomes) was used to virtually connect subject matter experts with participating laboratories in remote settings to provide ongoing education and telementoring and to foster peer-to-peer learning and problem solving in microbiology. The 10-month project was supported by the Centers for Disease Control and Prevention (CDC) and the American Society for Microbiology (ASM).Methods: Biweekly 1-hour sessions were held by ASM for 2 sentinel sites, Tikur Anbessa Specialized Hospital and the EPHI Clinical Microbiology and Mycology Laboratory, using a videoconferencing platform. Each virtual session consisted of a didactic session, a case presentation by a participating laboratory, open discussion and feedback. Case presentations focused on technical challenges and problems encountered in the preanalytical, analytical, and postanalytical phases of microbiology testing. Experts from CDC and ASM provided feedback along with a summation of key learning objectives. Sessions were recorded and post session reports were shared with participants. To assess participants’ baseline knowledge, a comprehensive pretest was administered prior to the first session. The same instrument was administered as a posttest 2 weeks after the final session. Unstructured interviews were also conducted to assess participants’ perceptions of the value of ECHO to their work. Results: Mean pretest scores were 69.25% and the posttest scores were 71.04%, a difference of 1.79% (P = NS). Participant interviews revealed perceived benefits of ECHO participation to include enhanced critical thinking and problem resolution in microbiology, increased communication and improved working relationships between participating sites, and improved understanding and application of CLSI standards. As a result of Ethiopia’s participation in Project ECHO, 23 case presentations have been added to ECHO Box, a resource bank and web portal, which allows members of the ECHO community to share and access didactics, documents, and learning materials. Conclusions: Despite minimal difference between pretest and posttest scores, the Project ECHO experience of virtual case-based learning and collaborative problem solving has encouraged critical thinking, peer-to-peer learning, networking among participants, and has provided microbiologists with the resources for improved bacterial isolation, identification, and antibiotic susceptibility testing. The lessons learned could be applied as this project is expanded to additional laboratories in the AMR Surveillance Network.Funding: NoneDisclosures: None

scholarly journals “Audience exchange”: cultivating peer-to-peer dialogue at unfamiliar arts events

2017 ◽  
Vol 7 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Stephanie Pitts ◽  
Jonathan Gross
Keyword(s):  
Peer Learning ◽  
Peer To Peer ◽  
Small Scale ◽  
Exchange Method ◽  
Audience Engagement ◽  
Content Type ◽  
Peer Dialogue ◽  
Targeted Marketing ◽  
Audience Development ◽  
First Time

Purpose The purpose of this paper is to demonstrate the usefulness of the “audience exchange” approach for audience development and research, and to highlight the insights offered by peer-to-peer dialogue in understanding experiences of unfamiliar arts. Design/methodology/approach Using a case study with contemporary arts audiences, and setting this in the wider context of studies with other first-time attenders at a range of arts events, the paper explores the use of the “audience exchange” method, in which facilitated conversations after performance events allow newcomers to reflect upon and deepen their first-time encounters with live arts. Findings The study demonstrates the way in which conversations about arts events can enrich audience experience, and shows how participants use exploratory and emotional language to articulate their understanding of unfamiliar arts events. Peer-to-peer learning occurs through these conversations, in ways that could be further supported by arts organisations as a valuable tool for audience development. The audience exchange discussions also reveal the varieties of participation from “drifting” to full attention that are all part of audience engagement. Research limitations/implications This is a small-scale, qualitative study, and the method has potential to be tested in future studies with a greater variety of participants (e.g. younger or more ethnically diverse groups). Practical implications Use of the audience exchange for enriching experiences of first-time attendance could be adopted by arts organisations as a regular part of their audience engagement. Greater understanding of how new audience members draw on prior cultural experiences in finding the language to articulate their first impressions of an unfamiliar arts event could be valuable for targeted marketing and increasing accessibility. Originality/value The originality of this study lies in its elaboration of the audience exchange method, and its focus on the language and peer-to-peer learning evident in the facilitated post-performance discussions.

scholarly journals “To teach is to learn twice” Added value of peer learning among medical students during COVID-19 Pandemic

MedEdPublish ◽  
2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Sara Mohammed Sami Hamad ◽  
Shazia Iqbal ◽  
Alreuof Mohammed Alothri ◽  
Manal Abdullah Ali Alghamadi ◽  
Manal Khalid Kamal Ali Elhelow
Keyword(s):  
Medical Students ◽  
Peer Learning ◽  
Added Value

scholarly journals Perception of Peer learning, as an innovative learning strategy among first year medical students lacking senior guidance.

2020 ◽  
Vol 27 (09) ◽  
pp. 1895-1901
Author(s):  
Ahmed Murtaz Khalid ◽  
Noman Sadiq ◽  
Aiman Farogh Anjum ◽  
Iffat Naiyar Hashmi ◽  
Misbah Aslam ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Strategy ◽  
Peer Learning ◽  
Cross Sectional Study ◽  
First Year ◽  
Cross Sectional ◽  
Self Reflection ◽  
Medical College ◽  
Innovative Learning ◽  
First Year Medical Students

Objectives: To know the perception of peer-learning among first batch of 1st year medical students in CMH Kharian Medical College. Study Design: Cross-Sectional study. Setting: CMH Kharian Medical College. Period: June 2018 and September 2018. Material & Methods: Questionnaire was distributed among hundred first year medical students on self-reflection and feedback after 15 min power point presentation given by their fellow students based on different pathophysiological scenarios. Results: Out of 100 students, 85 filled out questionnaire form completely. 60% of students were of the opinion that peer-learning facilitated them to perform better in the exam, and can be continued for future batches. 50% of students agreed that this innovative learning modality was conducted in a systematic manner, helped them to improve their understanding of the subject and learning was fostered based on the principles of self-reflection and feedback. Problem solving ability was improved by peer learning format according to 49% of students, while 47% of students reported that this innovative learning strategy provided them with a tool to improve their learning through interaction, while research capabilities of 37% students were improved. Conclusion: Majority of first year medical students lacking senior guidance learned better in a comfortable environment from their peers, and improved understanding of the core subject by realizing the implication of the concept of self-reflection and feedback.

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