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Peer-assisted learning: a novel approach to clinical skills learning for medical students.

机译:同伴辅助学习:医学生临床技能学习的一种新方法。

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摘要

OBJECTIVE: This study aimed to determine whether peer-assisted learning (PAL) can enhance clinical examination skills training. METHODS: Three student trainers studied small-group theory and clinical examination and provided PAL as extra tuition for 86 trainees. Trainees watched an examination video, were videotaped practising the examination and, after constructive feedback, repeated the examination. Responses to PAL were evaluated to attain an overview of trainee and trainer performance using visual analogue and Likert scale analyses. Year-group review was undertaken using questionnaires. RESULTS: Trainees evaluated all aspects of PAL highly, including their post-training confidence in examination skills (mean > 7.7 on a 10-cm scale), indicating that the PAL was effective. Written comments confirmed the students perceived the sessions as well structured and of high quality. Compared with trainees in the first groups, those from later groups gave all parameters similar or higher gradings. Those for interest (P = 0.03) and appropriateness (P = 0.01) were significantly higher, suggesting that trainers may improve their technique with time. Students with previous degrees gave similar or lower gradings than standard entry students, with answers about post-training confidence and recommendation to friends being statistically lower (P < 0.006). Six months later, year-group analysis showed that 90% of trainees rated PAL highly, and 86% wished to become trainers. Of the trainers' year group, 79% perceived that PAL training could improve examination skills. CONCLUSIONS: In the context of clinical skills training, PAL was highly evaluated across many parameters, including confidence after training. Student interest and enthusiasm supports suggestions that PAL could be a useful adjunct to clinical skills training.
机译:目的:本研究旨在确定同伴辅助学习(PAL)是否可以增强临床检查技能的培训。方法:三名学生培训师学习了小组理论和临床检查,并为86名受训者提供了PAL作为额外的学费。学员观看了考试录像带,并录制了练习考试的录像带,并在获得建设性反馈后重复了考试。使用视觉模拟和李克特量表分析,对PAL的反应进行了评估,以大致了解受训者和培训者的表现。使用问卷调查表进行了年组审查。结果:学员对PAL的各个方面都进行了高度评价,包括他们对考试技能的培训后信心(在10厘米范围内平均> 7.7),表明PAL是有效的。书面评论证实学生们认为这些课程结构合理且质量很高。与第一批学员相比,后面几批学员给出的所有参数均具有相似或更高的评分。有兴趣的人(P = 0.03)和适当性(P = 0.01)显着更高,这表明培训者可以随着时间的推移改进他们的技术。拥有先前学位的学生给出的评分与标准入学学生相似或更低,而关于训练后信心和对朋友的推荐的答案在统计学上更低(P <0.006)。六个月后,年度组分析显示90%的受训者对PAL给予了高度评价,而86%的人希望成​​为培训者。在培训者年度组中,有79%的人认为PAL培训可以提高考试技能。结论:在临床技能培训的背景下,对PAL进行了许多参数的高度评价,包括训练后的信心。学生的兴趣和热情支持PAL可能是临床技能培训的有用辅助手段的建议。

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