scholarly journals Effect of peer-assisted learning on enhancing clinical research skills among medical students: students’ and tutors’ perceptions

2021 ◽  
Author(s):  
Abdulkarim A. Jawhari ◽  
Maha A. Safhi ◽  
Mawadah M. Magadmi ◽  
Rajwa H. Alobaidi ◽  
Khaled M. Alghamdi ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Research ◽  
Research Methodology ◽  
Knowledge Score ◽  
Nonparametric Test ◽  
Peer Teaching ◽  
Alternative Methods ◽  
Rank Test ◽  
Peer Assisted Learning ◽  
Research Skills

Abstract Background Research methodology is an essential part of evidence-based medicine. Many educational programs include clinical research methodology within their curriculum. Moreover, students’ preferences for learning methods are different to before, as they now prefer alternative methods, such as peer teaching. Peer-assisted learning enhances students’ tutoring skills. Thus, the current study aimed to evaluate the effect of peer teaching on enhancing clinical research skills. Methods Peer-assisted learning was evaluated during a four-week online research methodology course designed for medical students at King Abdulaziz University. A total of 121 students’ and 38 tutors’ attitudes and perceptions of peer teaching were evaluated using a self-administered questionnaire. The effectiveness of peer teaching was assessed using pre- and post-course knowledge tests. Chi-square used to assess the association of qualitative data and Mann-Whitney U test and Wilcoxon rank test are used as nonparametric test for the variables that are not normally distributed. Results The post-course knowledge score was significantly higher than the pre-test score. Students had a positive perception of peer-assisted learning. Over 90% of the students preferred peer-assisted learning to traditional teaching. Similarly, the tutors had significantly positive perceptions of peer-assisted teaching. Younger students who had higher post-test mean knowledge scores had a good perception of peer teaching. Conclusions The current study demonstrates students' and tutors' positive perceptions of peer-assisted learning as well as the effectiveness of peer learning. Medical schools should pay more attention to students and prepare them for peer-teacher roles.

scholarly journals Effect of Peer-Assisted Learning on Enhancing Clinical Research Skills Among Medical Students: Students’ and Tutors’ Perceptions

2021 ◽  
Vol Volume 12 ◽  
pp. 685-696
Author(s):  
Abdulkarim A Jawhari ◽  
Maha A Safhi ◽  
Mawadah M Magadmi ◽  
Rajwa H Alobaidi ◽  
Khaled M Alghamdi ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Research ◽  
Peer Assisted Learning ◽  
Research Skills

scholarly journals Cognition, Comprehension and Application of Biostatistics in Research by Postgraduate Medical Students of a Tertiary Care Teaching Hospital: Pretest and Posttest Study Design

2016 ◽  
Vol 1 (1) ◽  
pp. 5-9
Author(s):  
Rajaat Vohra ◽  
Siddharth Pramod Dubhashi ◽  
Bhoopendra Nath Sharma ◽  
GN Saxena ◽  
Anusha Vohra
Keyword(s):  
Medical Students ◽  
Study Design ◽  
Teaching Hospital ◽  
Research Methodology ◽  
Tertiary Care ◽  
Knowledge Score ◽  
Postgraduate Students ◽  
Tertiary Care Teaching Hospital ◽  
Care Teaching ◽  
The Mean

ABSTRACT Introduction Biostatistics plays a key role in planning, conduct, analysis and reporting of a research. Teaching biostatistics and research methodology is often considered as a difficult task to medical students. The present study was undertaken to evaluate the cognition, comprehension and application of biostatistics in research in the 1st year postgraduate medical students. Materials and methods A predesigned and pretested questionnaire was used to collect data regarding knowledge and application of biostatistics from 65 postgraduate students registered. A series of 10 lectures were taken on various topics of biostatistics and research methodology. All students were subjected to Multiple Choice Questions covering all the topics before the 1st lecture and after the 10th lecture. Mean knowledge score was calculated and data were analyzed. Results Only 16.92% students had publication, 35.38% students have presented a paper/poster in any national or international conference while only 10.76% students have participated in any research methodology workshop. A total of 63.07% students said that they were aware of importance of biostatistics in research, 50.76% students said that they were having some knowledge of biostatistics. A total of 60% students have consulted statistician regarding the study while 23.07% students have attempted statistical analysis on their own. A total of 33.84% students are familiar with the use of MS-EXCEL spreadsheet. There was statistically significant improvement seen in the mean knowledge score of the students after the lectures in comparison to the mean knowledge score before the lectures. Conclusion Considering the fruitful outcome of structured training program in biostatistics, there is a need for provision of formal training in biostatistics to postgraduate students in all medical colleges. Capacity building initiative in this domain is the need of the hour. How to cite this article Vohra R, Dubhashi SP, Sharma BN, Saxena GN, Vohra A. Cognition, Comprehension and Application of Biostatistics in Research by Postgraduate Medical Students of a Tertiary care Teaching Hospital: Pretest and Posttest Study Design. J Mahatma Gandhi Univ Med Sci Tech 2016;1(1):5-9.

Perception of peer teaching on learning anatomy: a qualitative study

2020 ◽  
pp. 1-10
Author(s):  
Faiza Umbreen ◽  
Khadija Qamar ◽  
Tayyaba Faisal ◽  
Rafia Asjid ◽  
Saleem Ahmad Khan ◽  
...  
Keyword(s):  
Medical Students ◽  
Qualitative Study ◽  
Communication Skills ◽  
Peer Teaching ◽  
Teaching Skills ◽  
Peer Assisted Learning ◽  
Group Discussions ◽  
The Subject

Abstract The aim of this study was to identify the effectiveness of peer-assisted learning while giving presentation on assigned anatomy topics in class by medical students for enhancement of their learning and communication skills. Sixty top performing students were selected for the study. They were given assigned topics related to anatomy to presented in the class after taking their consent. The duration of the study was 32 weeks. At the completion of the projects by the students, each of them was interviewed for three to five minutes; the questions were very precise and few in number and were then analysed. Focal group discussions were conducted from the rest of the class who were the audience and enjoyed the activity. The study showed that by conducting such an activity among medical students their knowledge about the subject, communication and teaching skills and confidence are enhanced.

scholarly journals A Nationwide Virtual Research Education Program for Medical Students in Pakistan: Methodological Framework, Feasibility Testing, and Outcomes

2022 ◽  
Vol 9 ◽  
Author(s):  
Ali Aahil Noorali ◽  
Maha Inam ◽  
Hamna Shahbaz ◽  
Hareem Rauf ◽  
Faiqa Binte Aamir ◽  
...  
Keyword(s):  
Medical Students ◽  
Scientific Evidence ◽  
Knowledge Score ◽  
Research Skills ◽  
Jammu And Kashmir ◽  
Middle Income ◽  
Research Education ◽  
Research Workshop ◽  
Low Middle Income Countries ◽  
Post Test

Introduction: Equipping young medical trainees with fundamental research skills can be a promising strategy to address the need for professionals who can understand and responsibly communicate evolving scientific evidence during a pandemic. Despite an ardent interest to partake in research, most educational institutions in Pakistan and other low-middle income countries have not yet adopted a comprehensive strategy for research skills education. The authors aimed to design and assess the feasibility of implementing the first nation-wide virtual research workshop for medical students in Pakistan.Methods: The course “Beginners Guide to Research,” designed as a nation-wide virtual research workshop series, was conducted for medical students across Pakistan in June 2020. Four interactive live workshops took place online on alternate days from June 22nd, 2020, to June 27th, 2020, each lasting 1–2 h. Outcomes included: (i) reach, (ii) efficacy as indexed by pre-post change in score pertaining to knowledge and application of research and (iii) self-rated perceptions about understanding of research on a Likert scale.Results: 3,862 participants enrolled from 41 cities and 123 institutions. Enrolled participants belonged to the following provinces: Sindh (n = 1,852, 48.0%), Punjab (n = 1,767, 45.8%), Khyber Pakhtunkhwa (n = 109, 2.8%), Azad Jammu and Kashmir (n = 84, 2.2%) Balochistan (n = 42, 1.1%). We also saw a few registrations from international students (n = 8, 0.2%). Mean (SD) age of enrolled medical students was 21.1 (2.1) years, 2,453 (63.5%) participants were female and 2,394 (62.0%) were from private-sector medical colleges. Two thousand ninety-three participants participants filled out all four pre-test and post-test forms. The total median knowledge score improved from 39.7 to 60.3% with the highest improvements in concepts of research bioethics and literature search (p < 0.001) with greater change for females compared to males (+20.6 vs. +16.2%, p < 0.001) and private institutions compared to public ones (+16.2 vs. +22.1%, p < 0.001).Conclusion: The overwhelming enrollment and significant improvement in learning outcomes (>50% of baseline) indicate feasibility of a medical student-led research course during a pandemic, highlighting its role in catering to the research needs in the LMICs.

Barriers toward clinical research perceived by medical students: a descriptive study from Saudi Arabia

2020 ◽  
pp. 1777-1781
Author(s):  
Ali Al-saeed ◽  
Nasir Aldandan ◽  
Ahmed Qassimi ◽  
Muhammed Al-Alwan ◽  
Adeeb Buhlaigah ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Medical Students ◽  
Clinical Research ◽  
Descriptive Study

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.

Preliminary results of a clinical research and innovation scholarship to prepare medical students to lead innovations in health care

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 100555
Author(s):  
Mark P. Sendak ◽  
Michael Gao ◽  
William Ratliff ◽  
Krista Whalen ◽  
Marshall Nichols ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Clinical Research ◽  
Preliminary Results ◽  
Research And Innovation

scholarly journals The Effectiveness of a Foundation Year 1 Doctor Preparation Course for Final Year Medical Students

2021 ◽  
Vol 8 ◽  
pp. 238212052098418
Author(s):  
William Beedham ◽  
Kasun Wanigasooriya ◽  
Georgia R Layton ◽  
Ley Taing Chan ◽  
Adnan Darr ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Core Curriculum ◽  
Junior Doctor ◽  
Hidden Curriculum ◽  
Medical Curriculum ◽  
Primary Objective ◽  
Rank Test ◽  
Significant Difference ◽  
Curriculum Topics

Background: Starting work as a junior doctor can be daunting for any medical student. There are numerous aspects of the hidden curriculum which many students fail to acquire during their training. Objectives: To evaluate the effectiveness of a novel foundation year one (FY1) doctor preparation course focusing on certain core topics, practical tips and components of the hidden curriculum. The primary objective was to improve the confidence level and knowledge of final year medical students transitioning to FY1 doctors. Method: A 2-day, practical course titled ‘Preparation 2 Practice’ delivering hands-on, small-group and lecture-based teaching, covering core medical student undergraduate curriculum topics in medicine and surgery. The course content spanned therapeutics, documentation skills and managing acute clinical tasks encountered by FY1 doctors during an on-call shift. A pre- and post-course survey and knowledge assessment were carried out to assess the effectiveness of the course. The assessment was MCQ-based, derived from topics covered within our course. The 20-question test and a short survey were administered electronically. Results: Twenty students from a single UK medical school attended the course. 100% participation was observed in the pre- and post-course test and survey. The median post-course test result was 22 (IQR 20.25-23.75) which was higher than the median pre-course test score of 18.75 (IQR 17-21.75). A Wilcoxon sign rank test revealed a statistically significant difference between the pre- and post-course test results ( P = .0003). The self-reported confidence score of delegates on starting work as a junior doctor was also significantly higher following the course ( P = .004). Conclusion: The results show a significant improvement in perceived confidence and knowledge on core curriculum topics amongst final year medical students having attended our FY1 doctor preparation course. We conclude that there is scope for similar supplementary courses as an adjunct to the undergraduate medical curriculum.

Shaping Medical Students' Attitudes Toward Ethically Important Aspects of Clinical Research: Results of a Randomized, Controlled Educational Intervention

2007 ◽  
Vol 17 (1) ◽  
pp. 19-50 ◽  
Author(s):  
Laura Weiss Roberts ◽  
Teddy D. Warner ◽  
Laura B. Dunn ◽  
Janet L. Brody ◽  
Katherine A. Green Hammond ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Research ◽  
Educational Intervention ◽  
Research Results ◽  
Randomized Controlled ◽  
Students Attitudes
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