Casandra J Rosenberg1, Katherine N Nanos2, Karen L Newcomer3. 1. Department of Physical Medicine and Rehabilitation, Mayo Clinic, Rochester, MN(∗). 2. Department of Physical Medicine and Rehabilitation, Mayo Clinic, Rochester, MN(†). 3. Department of Physical Medicine and Rehabilitation, Mayo Clinic, 200 First St SW, Rochester, MN 55905(‡). Electronic address: newcomer.karen@mayo.edu.
Abstract
BACKGROUND: The musculoskeletal physical examination (MSK PE) is an essential part of medical student training, and it is best taught in a hands-on, longitudinal fashion. A barrier to this approach is faculty instructor availability. "Near-peer" teaching refers to physicians-in-training teaching their junior colleagues. It is unknown whether near-peer teaching is effective in teaching this important physical examination skill. OBJECTIVE: To investigate attitudes of medical students and physical medicine and rehabilitation (PM&R) residents regarding near-peer teaching in an MSK PE curriculum. DESIGN: Qualitative, anonymous paper and online surveys. SETTING: Tertiary academic center with a medical school and PM&R training program. PARTICIPANTS: Ninety-nine second- and third-year medical students and 13 PM&R residents in their third or fourth postgraduate year. METHODS: Attitudes of second- and third-year medical students were measured immediately after their MSK PE course. Resident attitudes were measured in a single cross-sectional sample. MAIN OUTCOME MEASUREMENTS: Student attitudes were assessed via a questionnaire with 5-point Likert scales and a free-text comment section. The resident questionnaire included a combination of multiple-choice questions, rankings, free-text responses, and Likert scales. RESULTS: All 99 students completed the questionnaire. The majority of students (n = 79 [80%]) reported that resident involvement as hands-on instructors of examination skills was "very useful," and 87 (88%) indicated that resident-led small discussion groups were "very helpful" or "somewhat helpful." Fifty-seven of 99 students (58%) reported that the resident-facilitated course was "much better" than courses without resident involvement. Twelve of 13 eligible residents completed the survey, and of those, 8 found teaching "very helpful" to their MSK knowledge, and 11 became "somewhat" or "much more confident" in clinical examination skills. CONCLUSIONS: Our study supports educational benefits to medical students and resident instructors in our MSK PE program. We recommend including near-peer teaching in medical student education, particularly for hands-on skills; we also recommend providing opportunities for PM&R residents to participate in formal near-peer education. LEVEL OF EVIDENCE: Not applicable.
BACKGROUND: The musculoskeletal physical examination (MSK PE) is an essential part of medical student training, and it is best taught in a hands-on, longitudinal fashion. A barrier to this approach is faculty instructor availability. "Near-peer" teaching refers to physicians-in-training teaching their junior colleagues. It is unknown whether near-peer teaching is effective in teaching this important physical examination skill. OBJECTIVE: To investigate attitudes of medical students and physical medicine and rehabilitation (PM&R) residents regarding near-peer teaching in an MSK PE curriculum. DESIGN: Qualitative, anonymous paper and online surveys. SETTING: Tertiary academic center with a medical school and PM&R training program. PARTICIPANTS: Ninety-nine second- and third-year medical students and 13 PM&R residents in their third or fourth postgraduate year. METHODS: Attitudes of second- and third-year medical students were measured immediately after their MSK PE course. Resident attitudes were measured in a single cross-sectional sample. MAIN OUTCOME MEASUREMENTS: Student attitudes were assessed via a questionnaire with 5-point Likert scales and a free-text comment section. The resident questionnaire included a combination of multiple-choice questions, rankings, free-text responses, and Likert scales. RESULTS: All 99 students completed the questionnaire. The majority of students (n = 79 [80%]) reported that resident involvement as hands-on instructors of examination skills was "very useful," and 87 (88%) indicated that resident-led small discussion groups were "very helpful" or "somewhat helpful." Fifty-seven of 99 students (58%) reported that the resident-facilitated course was "much better" than courses without resident involvement. Twelve of 13 eligible residents completed the survey, and of those, 8 found teaching "very helpful" to their MSK knowledge, and 11 became "somewhat" or "much more confident" in clinical examination skills. CONCLUSIONS: Our study supports educational benefits to medical students and resident instructors in our MSK PE program. We recommend including near-peer teaching in medical student education, particularly for hands-on skills; we also recommend providing opportunities for PM&R residents to participate in formal near-peer education. LEVEL OF EVIDENCE: Not applicable.
Authors: Marcia A Bockbrader; Ryan D Thompson; David P Way; Sam C Colachis; Imran J Siddiqui; Jennifer Luz; Joanne Borg-Stein; Kevin OʼConnor; Minna J Kohler; David P Bahner Journal: Am J Phys Med Rehabil Date: 2019-08 Impact factor: 2.159