USE OF PEER LEARNING MODEL - IN CLINICAL SKILLS TRAINING COURSE

IRMA  MANJAVIDZE; DALI  CHITAISHVILI; PIRDARA  NOZADZE

doi:10.52340/jecm.2022.07.37

USE OF PEER LEARNING MODEL - IN CLINICAL SKILLS TRAINING COURSE

Авторы

IRMA MANJAVIDZE
DALI CHITAISHVILI
PIRDARA NOZADZE

DOI:

https://doi.org/10.52340/jecm.2022.07.37

Ключевые слова:

residents as teachers, residents as educators, peer teaching, near-peer teaching

Аннотация

Introduction: In medical education, as in other fields, the role of teacher is sometimes played by students and residents themselves. "Peer learning" during residency, so-called RAE model, can be effective for residents, and their role is very valuable for faculty too.

Objective: To find out how residents evaluate their work as teachers.

Methods: Questionnaires of residents’ (n-13) who worked at least one semester as so called “invited teachers” in the CSMS department of TSMU from 2019-2020 to 2021-2022 academic were analyzed.

Results: All of the respondents positively evaluated “peer-learning activity”. Great majority of residents (76,9% n=10) would strongly recommend to take part in such activity to their friends.

Conclusions: Residents like to teach clinical skills and express a great desire to continue cooperation with our department. We consider it acceptable to recruit and regularly equip the department with young personnel, as it has positive impact on faculty and resident teachers are well received by medical students in the classroom.

Скачивания

Данные скачивания пока недоступны.

Библиографические ссылки

Clark D Kensinger et al.Residents as Educators: A Modern Model J Surg Educ. 2015 Sep-Oct.

Yu TC. etla. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school Adv Med Educ Pract. 2011. PMID;23745087

Nishikura N, et al.Effect of Residents-as-Teachers in Rural Community-Based Medical Education on the Learning of Medical Students and Residents: A Thematic Analysis.. Int J Environ Res Public Health. 2021 PMID: 34886136

Eleanor R Bowyer1, Sebastian C K Shaw2; 2021 “Informal near-peer teaching in medical education: A scoping review” Volume : 34 | Issue : 1 | Page : 29-3

Rotenberg BW, Woodhouse RA, Gilbart M, Hutchison CR. A needs assessment of surgical residents as teachers. Can J Surg. 2000 Aug;43(4):295–300. [PMC free article] [PubMed] [Google Scholar]

Dunnington GL, DaRosa D. A prospective randomized trial of a residents-as-teachers training program. Acad Med Jun. 1998;73(6):696–700. [PubMed] [Google Scholar]

Soriano RP, Blatt B, Coplit L, et al. Teaching medical students how to teach: a national survey of students-as-teachers programs in U.S. medical schools. Acad Med. 2010 Nov;85(11):1725–1731. [PubMed] [Google Scholar]

Pasquinelli LM, Greenberg LW. A review of medical school programs that train medical students as teachers (MED-SATS) Teach Learn Med. 2008 Jan-Mar;20(1):73–81. [PubMed] [Google Scholar]

Duran-Nelson A, Baum KD, Weber-Main AM, Menk J. Efficacy of peer-assisted learning across residencies for procedural training in dermatology. J Grad Med Educ. 2011 Sep;3(3):391–394. [PMC free article] [PubMed] [Google Scholar]

Dyc NG, Pena ME, Shemes SP, Rey JE, Szpunar SM, Fakih MG. The effect of resident peer-to-peer education on compliance with urinary catheter placement indications in the emergency department. Postgrad Med J. 2011 Dec;87(1034):814–818. [PubMed] [Google Scholar]

Ramani S., Mann K., Taylor D., Thampy H. Residents as Teachers: Near Peer Learning in Clinical Work Settings: AMEE Guide No. 106. Med. Teach. 2016;38:642–655. doi: 10.3109/0142159X.2016.1147540. [PubMed] [CrossRef] [Google Scholar]

Ross M.T., Cameron H.S. Peer Assisted Learning: A Planning and Implementation Framework: AMEE Guide no. 30. Med. Teach. 2007;29:527–545. doi: 10.1080/01421590701665886. [PubMed] [CrossRef] [Google Scholar]

Donovan A. Radiology Resident Teaching Skills Improvement: Impact of a Resident Teacher Training Program. Acad. Radiol. 2011;18:518–524. doi: 10.1016/j.acra.2010.10.021. [PubMed][CrossRef] [Google Scholar]

Burgin S., Homayounfar G., Newman L.R., Sullivan A. Instruction in Teaching and Teaching Opportunities for Residents in US Dermatology Programs: Results of a National Survey. J. Am. Acad. Dermatol. 2017;76:703–706. doi: 10.1016/j.jaad.2016.08.043. [PubMed] [CrossRef] [Google Scholar]

Fakhouri Filho S.A., Feijó L.P., Augusto K.L., Nunes M.D.P.T. Teaching Skills for Medical Residents: Are These Important? A Narrative Review of the Literature. Sao Paulo Med. J. 2018;136:571–578. doi: 10.1590/1516-3180.2018.0147060818. [PubMed] [CrossRef] [Google Scholar]

Aba Alkhail B. Near-Peer-Assisted Learning (NPAL) in Undergraduate Medical Students and Their Perception of Having Medical Interns as Their near Peer Teacher. Med. Teach. 2015;37((Suppl. 1)):S33–S39. doi: 10.3109/0142159X.2015.1006602. [PubMed] [CrossRef] [Google Scholar]