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Peer teaching in paediatrics - medical students as learners and teachers on a paediatric course.

Schauseil-Zipf U, Karay Y, Ehrlich R, Knoop K, Michalk D - GMS Z Med Ausbild (2010)

Bottom Line: Peer assisted learning is known as an effective educational strategy in medical teaching.The paediatric skills training with student peer teachers received significantly better ratings than the conventional skills training by paediatric doctors concerning both the quality of the practical training and the support by the teaching medical staff.More research is needed to investigate the influence of peer teaching on the motivation of paediatric doctors to teach medical students und the academic performance of the student peers.

View Article: PubMed Central - HTML - PubMed

Affiliation: Universität zu Köln, Klinik und Poliklinik für Kinderheilkunde, Köln, Deutschland.

ABSTRACT

Background: Peer assisted learning is known as an effective educational strategy in medical teaching. We established a peer assisted teaching program by student tutors with a focus on clinical competencies for students during their practical training on paediatric wards. It was the purpose of this study to investigate the effects of a clinical skills training by tutors, residents and consultants on students evaluations of the teaching quality and the effects of a peer teaching program on self assessed clinical competencies by the students.

Methods: Medical student peers in their 6(th) year were trained by an intensive instruction program for teaching clinical skills by paediatric consultants, doctors and psychologists. 109 students in their 5(th) year (study group) participated in a peer assisted teaching program for training clinical skills in paediatrics. The skills training by student peer teachers were supervised by paediatric doctors. 45 students (control group) participated in a conventional paediatric skills training by paediatric doctors and consultants. Students from both groups, which were consecutively investigated, completed a questionnaire with an evaluation of the satisfaction with their practical training and a self assessment of their practical competencies.

Results: The paediatric skills training with student peer teachers received significantly better ratings than the conventional skills training by paediatric doctors concerning both the quality of the practical training and the support by the teaching medical staff. Self assessed learning success in practical skills was higher rated in the peer teaching program than in the conventional training.

Conclusions: The peer assisted teaching program of paediatric skills training was rated higher by the students regarding their satisfaction with the teaching quality and their self assessment of the acquired skills. Clinical skills training by student peer teachers have to be supervised by paediatric doctors. Paediatric doctors seem to be more motivated for their own teaching tasks if they are assisted by student peer teachers. More research is needed to investigate the influence of peer teaching on the motivation of paediatric doctors to teach medical students und the academic performance of the student peers.

No MeSH data available.


Schedule of the block work placement in paediatrics before and after the introduction of student tutoring
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T2: Schedule of the block work placement in paediatrics before and after the introduction of student tutoring

Mentions: 109 students in their 5th clinical semester took the newly designed week-long BWP taught by student tutors in the 2008/09 winter semester. The practical skills specified in the learning goal catalogue for paediatrics were taught in the form of short seminars on child examination techniques and through practical instructions by the bedside on patient examination. In addition, as is the case in the conventional BWP, cases were discussed with the ward physicians. At the end of the BWP week, the same feedback sessions took place as on the conventional course. In both teaching events seminars with case demonstrations were taught by senior physicians during the afternoon. The content and progression of both teaching events is summarised in Table 2 (Tab. 2).


Peer teaching in paediatrics - medical students as learners and teachers on a paediatric course.

Schauseil-Zipf U, Karay Y, Ehrlich R, Knoop K, Michalk D - GMS Z Med Ausbild (2010)

Schedule of the block work placement in paediatrics before and after the introduction of student tutoring
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC3140377&req=5

T2: Schedule of the block work placement in paediatrics before and after the introduction of student tutoring
Mentions: 109 students in their 5th clinical semester took the newly designed week-long BWP taught by student tutors in the 2008/09 winter semester. The practical skills specified in the learning goal catalogue for paediatrics were taught in the form of short seminars on child examination techniques and through practical instructions by the bedside on patient examination. In addition, as is the case in the conventional BWP, cases were discussed with the ward physicians. At the end of the BWP week, the same feedback sessions took place as on the conventional course. In both teaching events seminars with case demonstrations were taught by senior physicians during the afternoon. The content and progression of both teaching events is summarised in Table 2 (Tab. 2).

Bottom Line: Peer assisted learning is known as an effective educational strategy in medical teaching.The paediatric skills training with student peer teachers received significantly better ratings than the conventional skills training by paediatric doctors concerning both the quality of the practical training and the support by the teaching medical staff.More research is needed to investigate the influence of peer teaching on the motivation of paediatric doctors to teach medical students und the academic performance of the student peers.

View Article: PubMed Central - HTML - PubMed

Affiliation: Universität zu Köln, Klinik und Poliklinik für Kinderheilkunde, Köln, Deutschland.

ABSTRACT

Background: Peer assisted learning is known as an effective educational strategy in medical teaching. We established a peer assisted teaching program by student tutors with a focus on clinical competencies for students during their practical training on paediatric wards. It was the purpose of this study to investigate the effects of a clinical skills training by tutors, residents and consultants on students evaluations of the teaching quality and the effects of a peer teaching program on self assessed clinical competencies by the students.

Methods: Medical student peers in their 6(th) year were trained by an intensive instruction program for teaching clinical skills by paediatric consultants, doctors and psychologists. 109 students in their 5(th) year (study group) participated in a peer assisted teaching program for training clinical skills in paediatrics. The skills training by student peer teachers were supervised by paediatric doctors. 45 students (control group) participated in a conventional paediatric skills training by paediatric doctors and consultants. Students from both groups, which were consecutively investigated, completed a questionnaire with an evaluation of the satisfaction with their practical training and a self assessment of their practical competencies.

Results: The paediatric skills training with student peer teachers received significantly better ratings than the conventional skills training by paediatric doctors concerning both the quality of the practical training and the support by the teaching medical staff. Self assessed learning success in practical skills was higher rated in the peer teaching program than in the conventional training.

Conclusions: The peer assisted teaching program of paediatric skills training was rated higher by the students regarding their satisfaction with the teaching quality and their self assessment of the acquired skills. Clinical skills training by student peer teachers have to be supervised by paediatric doctors. Paediatric doctors seem to be more motivated for their own teaching tasks if they are assisted by student peer teachers. More research is needed to investigate the influence of peer teaching on the motivation of paediatric doctors to teach medical students und the academic performance of the student peers.

No MeSH data available.