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      Peer-assisted learning in teaching clinical examination to junior medical students.

      Medical Teacher

      Clinical Competence, Education, Medical, Undergraduate, methods, Educational Measurement, Group Processes, Humans, Peer Group, Self-Evaluation Programs, Students, Medical, Teaching, Teaching Rounds, Western Australia

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          Abstract

          In medical education, peer-assisted learning (PAL) refers to teaching occurring between fellow students. Few descriptions of its use to teach clinical examination have been published. Student Grand Rounds (SGR) is a student-led initiative whereby senior students volunteer to teach clinical examination to pre-clinical peers. Student tutors attend a modified Teaching on the Run (TOTR) course originally designed to train clinicians to teach students and junior doctors. We investigated the value of SGR in teaching pre-clinical students, and evaluated the effectiveness of TOTR. Over 9 months, tutors and participants in each SGR tutorial completed an online survey. At the conclusion of annual TOTR workshops (2004-2010), participants evaluated their impressions of the course. A total of 64 SGR tutorials were attended by a total of 321 students. All agreed that tutorials were beneficial and enjoyable, with a threefold increase in the number of students self-identifying as able to perform the skills required. TOTR participants classified the course as both relevant and beneficial, and all course outcomes were achieved. SGR tutors reported improved knowledge and confidence in teaching following SGR and TOTR. PAL is effective in supplementing teaching of clinical examination. Senior students learn valuable skills and gain experience in teaching.

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          Journal
          22471912
          10.3109/0142159X.2012.668240

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