BACKGROUND:Peer-assisted learning (PAL) has become a well-accepted teaching method within medical education. However, descriptions of on-ward PAL programmes are rare. We introduced a PAL programme with a focus on clinical competencies on internal medicine wards. AIMS: To assess the effects of an on-ward PAL programme on self-assessed clinical competencies. METHOD: A total of 168 medical students were randomly assigned to one of the seven intervention wards or one of the seven control wards. During their 5-week ward-placement, the intervention group (IG; n = 88) received 10 patient-centred tutorials lead by final year tutors: (I) history taking, (II) physical examination, (III) blood withdrawal, (IV) infusion, (V) patient files, (VI and VII) ECG, (VIII-X) chart rounds. The control group (CG; n = 80) did not take part in the PAL programme. Clinical competencies were self-assessed pre- and post-intervention. RESULTS: For five of the ten assessed clinical competencies, increases in self-confidence ratings were significantly higher in the IG as compared to CG. CONCLUSIONS: RESULTS provide preliminary evidence to suggest that PAL programmes on internal medicine wards and with final year students as peer tutors may represent a valuable additional tool within medical clerkships. However, the findings must be confirmed and clarified in further research.
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BACKGROUND: Peer-assisted learning (PAL) has become a well-accepted teaching method within medical education. However, descriptions of on-ward PAL programmes are rare. We introduced a PAL programme with a focus on clinical competencies on internal medicine wards. AIMS: To assess the effects of an on-ward PAL programme on self-assessed clinical competencies. METHOD: A total of 168 medical students were randomly assigned to one of the seven intervention wards or one of the seven control wards. During their 5-week ward-placement, the intervention group (IG; n = 88) received 10 patient-centred tutorials lead by final year tutors: (I) history taking, (II) physical examination, (III) blood withdrawal, (IV) infusion, (V) patient files, (VI and VII) ECG, (VIII-X) chart rounds. The control group (CG; n = 80) did not take part in the PAL programme. Clinical competencies were self-assessed pre- and post-intervention. RESULTS: For five of the ten assessed clinical competencies, increases in self-confidence ratings were significantly higher in the IG as compared to CG. CONCLUSIONS: RESULTS provide preliminary evidence to suggest that PAL programmes on internal medicine wards and with final year students as peer tutors may represent a valuable additional tool within medical clerkships. However, the findings must be confirmed and clarified in further research.
Authors: Markus Krautter; Sven Andreesen; Nadja Köhl-Hackert; Katja Hoffmann; Wolfgang Herzog; Christoph Nikendei Journal: Adv Med Educ Pract Date: 2014-09-23
Authors: Stefan Wagener; Andreas Möltner; Sevgi Tımbıl; Maryna Gornostayeva; Jobst-Hendrik Schultz; Peter Brüstle; Daniela Mohr; Anna Vander Beken; Julian Better; Martin Fries; Marc Gottschalk; Janine Günther; Laura Herrmann; Christian Kreisel; Tobias Moczko; Claudius Illg; Adam Jassowicz; Andreas Müller; Moritz Niesert; Felix Strübing; Jana Jünger Journal: GMS Z Med Ausbild Date: 2015-10-15
Authors: Wolfgang A Blank; Hannes Blankenfeld; Roger Vogelmann; Klaus Linde; Antonius Schneider Journal: BMC Med Educ Date: 2013-12-11 Impact factor: 2.463
Authors: Nadja Köhl-Hackert; Markus Krautter; Sven Andreesen; Katja Hoffmann; Wolfgang Herzog; Jana Jünger; Christoph Nikendei Journal: GMS Z Med Ausbild Date: 2014-11-17