Zsolt Pintér1, Dániel Kardos1,2, Péter Varga1,3, Eszter Kopjár1, Anna Kovács1, Péter Than4, Szilárd Rendeki1,5, László Czopf6,7, Zsuzsanna Füzesi8, Ádám Tibor Schlégl9,10. 1. Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary. 2. Department of Paediatrics, University of Pécs, Medical School, Pécs, Hungary. 3. Department of Primary Health Care, University of Pécs, Medical School, Pécs, Hungary. 4. Department of Orthopaedics, University of Pécs, Medical School, Akác street 1., Pécs, H-7632, Hungary. 5. Department of Operational Medicine, University of Pécs, Medical School, Pécs, Hungary. 6. 1st Department of Medicine, University of Pécs, Medical School, Pécs, Hungary. 7. Dean's Office, University of Pécs, Medical School, Pécs, Hungary. 8. Department of Behavioural Sciences, University of Pécs, Medical School, Pécs, Hungary. 9. Medical Simulation Education Centre, University of Pécs, Medical School, Pécs, Hungary. schlegl.adam@pte.hu. 10. Department of Orthopaedics, University of Pécs, Medical School, Akác street 1., Pécs, H-7632, Hungary. schlegl.adam@pte.hu.
Abstract
BACKGROUND:Near-peer teaching (NPT) is a special way of teaching where the tutor is one or more academic years ahead of the person being tutored. The literature agrees on the benefits of the method, but there are only a few publications examining its effectiveness using objective methods. The aim of our study was to examine the effectiveness of NPT in the training of basic surgical skills. METHODS: We included 60 volunteer students who participated in a 20 × 45 min long surgical skills course. Based on the results of a pre-course test, we randomly divided the students into six equal groups. All groups completed the same curriculum, with three groups being assisted by a NPT tutor. After the course, they completed the same test as at the beginning. The exams were recorded on anonymized videos and were blindly evaluated. The students' satisfaction was monitored using a self-administered online anonymous questionnaire. Statistical analysis was performed using the Mann-Whitney and Wilcoxon tests. RESULTS: Overall, student performance improved with completion of the course (from 119.86 to 153.55 points, p < 0.01). In groups where a NPT tutor assisted, students achieved a significantly better score (37.20 vs. 30.18 points improvement, p = 0.036). The difference was prominent in surgical knotting tasks (14.73 vs. 9.30 points improvement, p < 0.01). In cases of suturing (15.90 vs. 15.46 points) and laparoscopy (7.00 vs. 4.98 points), the presence of the NPT tutor did not significantly affect development. Based on student feedback, although students positively assessed the presence of NPT, it did not significantly improve students' overall satisfaction since it was already 4,82 on a scale of 5 in the control group. CONCLUSIONS: Overall, involving a NPT tutor had a positive impact on student development. An outstanding difference was observed in connection with knotting techniques.
RCT Entities:
BACKGROUND: Near-peer teaching (NPT) is a special way of teaching where the tutor is one or more academic years ahead of the person being tutored. The literature agrees on the benefits of the method, but there are only a few publications examining its effectiveness using objective methods. The aim of our study was to examine the effectiveness of NPT in the training of basic surgical skills. METHODS: We included 60 volunteer students who participated in a 20 × 45 min long surgical skills course. Based on the results of a pre-course test, we randomly divided the students into six equal groups. All groups completed the same curriculum, with three groups being assisted by a NPT tutor. After the course, they completed the same test as at the beginning. The exams were recorded on anonymized videos and were blindly evaluated. The students' satisfaction was monitored using a self-administered online anonymous questionnaire. Statistical analysis was performed using the Mann-Whitney and Wilcoxon tests. RESULTS: Overall, student performance improved with completion of the course (from 119.86 to 153.55 points, p < 0.01). In groups where a NPT tutor assisted, students achieved a significantly better score (37.20 vs. 30.18 points improvement, p = 0.036). The difference was prominent in surgical knotting tasks (14.73 vs. 9.30 points improvement, p < 0.01). In cases of suturing (15.90 vs. 15.46 points) and laparoscopy (7.00 vs. 4.98 points), the presence of the NPT tutor did not significantly affect development. Based on student feedback, although students positively assessed the presence of NPT, it did not significantly improve students' overall satisfaction since it was already 4,82 on a scale of 5 in the control group. CONCLUSIONS: Overall, involving a NPT tutor had a positive impact on student development. An outstanding difference was observed in connection with knotting techniques.
Authors: Andrew J Batchelder; Charlene M C Rodrigues; Li-Ying Lin; Peter M Hickey; Christopher Johnson; Joshua E Elias Journal: Med Teach Date: 2010 Impact factor: 3.650
Authors: Ádám Tibor Schlégl; Zsolt Pintér; Anna Kovács; Eszter Kopjár; Péter Varga; Dániel Kardos; Balázs Gasz; Zsuzsanna Füzesi Journal: Acad Med Date: 2020-11 Impact factor: 6.893