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      Near-peer education the Leeds way; Gynaecology, Obstetrics and Sexual Health: a case study

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      Author(s): a , 1 , , 1 , 1
      Publication date (Electronic):
      Journal: MedEdPublish
      Publisher: F1000 Research Limited
      Keywords: Near-peer education

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          Near-peer education the Leeds way; Gynaecology, Obstetrics and Sexual Health: a case study.

          Two doctors in training and a consultant obstetrician present a case study of near-peer education in Gynaecology, Obstetrics and Sexual Health for 4 th year undergraduate students in Leeds. They offer their own perspectives as near-peer educators, and consider the benefits to medical students, institutions and themselves as near-peer educators.

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          Objective structured clinical exams: a critical review.

          Elizabeth Turner, Mary Dankoski (2008)
          Since their inception in the 1970s, objective structured clinical examinations (OSCEs) have become popular and now are part of the US Medical Licensing Examination for all US medical graduates. Despite general acceptance of this method, there is debate over the value of OSCE testing compared to more traditional methods. A review of reliability and validity research does not clearly show superiority of OSCE testing. To use OSCEs in a valid and reliable way, attention must be paid to test content, test design, and implementation factors, especially when the results will be used for high-stakes decision making. While questions remain around the application of OSCE testing, there are also both known and hidden benefits to students, faculty, and organizations that use OSCEs. This paper reviews the pros and cons of the OSCE method and outlines important issues for medical educators to consider when planning to use OSCEs in their programs.
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            Residents as teachers: Near peer learning in clinical work settings: AMEE Guide No. 106.

            Subha Ramani, Karen Mann, David Taylor … (2016)
            This AMEE Guide provides a framework to guide medical educators engaged in the design and implementation of "Resident as Teacher" programs. The suggested approaches are based on established models of program development: the Program Logic model to guide program design, the Dundee three-circle model to inform a systematic approach to planning educational content and the Kirkpatrick pyramid, which forms the backbone of program evaluation. The Guide provides an overview of Resident as Teacher curricula, their benefits and impact, from existing literature supplemented by insights from the authors' own experiences, all of whom are engaged in teaching initiatives at their own institutions. A conceptual description of the Program Logic model is provided, a model that highlights an outcomes-based curricular design. Examples of activities under each step of this model are described, which would allow educational leaders to structure their own program based on the scope, context, institutional needs and resources available. Emphasis is placed on a modular curricular format to not only enhance the teaching skills of residents, but also enable development of future career educators, scholars and leaders. Application of the Dundee three-circle model is illustrated to allow for a flexible curricular design that can cater to varying levels of educational needs and interests. In addition, practical advice is provided on robust assessment of outcomes, both assessment of participants and program evaluation. Finally, the authors highlight the need for congruence between the formal and hidden curriculum through explicit recognition of the value of teaching by institutions, support for development of teaching programs, encouragement of evidence-based approach to education and rewards for all levels of teachers.
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              How residents perceive their teaching role in the clinical setting: a qualitative study.

              Henriette J Scherpbier, Gerard Essed, Katinka J A H Prince … (2001)
              Residents play an important role in teaching and they consider teaching medical students as one of their primary responsibilities. Teaching is, however, limited due to lack of teaching skills and the time constraints involved in preparing and conducting teaching. Eighteen residents involved in teaching medical students and who took part in an initial study on teaching were interviewed on the perceived benefits of teaching and the role of residents in the teaching process. They also provided recommendations on how a training programme for residents could be created. The findings showed that enthusiasm and enjoying teaching were qualities of good teachers. Lack of time and support from attending staff were factors that contributed considerably to poor quality of teaching. There was a need for basic teaching skills and the recommendations provided included literature on teaching, training workshops, constructive evaluation and feedback and interactive sessions with experts.
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                Author and article information

                Journal
                Journal ID (nlm-ta): MedEdPublish (2016)
                Journal ID (iso-abbrev): MedEdPublish (2016)
                Title: MedEdPublish
                Publisher: F1000 Research Limited (London, UK )
                ISSN (Electronic): 2312-7996
                Publication date (Electronic): 20 September 2017
                Publication date Collection: 2017
                Volume: 6
                Electronic Location Identifier: 166
                Affiliations
                [1 ]Leeds Teaching Hospitals NHS Trust
                [1 ]Sultan Qaboos University
                [1 ]AMEE
                Author notes
                Article
                DOI: 10.15694/mep.2017.000166
                PMC ID: 10885296
                PubMed ID: 38406400
                SO-VID: 4901ddce-3db1-472d-8f80-d64df81cb4a1
                Copyright © Copyright: © 2017 Dalton JAW et al.
                License:

                This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                Categories
                Subject: Case Study
                Subject: Articles

                Keywords: near-peer education
                Data availability:
                Keywords: near-peer education

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