scholarly journals Anatomy "Peer Teaching" in Medical School: A literature review

MedEdPublish ◽  
2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Halima Iqbal
Keyword(s):  
Literature Review ◽  
Medical School ◽  
Peer Teaching

scholarly journals 913 Near-Peer Teaching for Surgical Foundation Year Doctors During COVID-19 Pandemic

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
O Olabisi ◽  
S Choi ◽  
A Hughes ◽  
J Torkington
Keyword(s):  
Medical School ◽  
Peer Education ◽  
Peer Teaching ◽  
University Hospital ◽  
Surgical Patients ◽  
Surgical Trainees ◽  
Initial Questionnaire ◽  
Surgical Teaching ◽  
Virtual Teaching ◽  
Lunch Time

Abstract Introduction Literature has shown near-peer teaching to be an effective method of improving learning. There is little data on surgical teaching initiatives of this kind. Nationally and locally, teaching sessions and courses have been cancelled due to the pandemic. A new surgical lunch-time virtual course was created to fill this gap. Method FY1 doctors from University Hospital Wales were invited to participate in a survey exploring the need and topics for surgical teaching. Results were used to create a surgical teaching course. Near-peer, core surgical trainees were recruited to teach. A post-course questionnaire was distributed to FY1 doctors who attended the teaching to assess the success of the course. Results 15 FY1 doctors completed the initial questionnaire. 33% (5) were currently on a surgical placement. 60% (9) had an upcoming surgical placement. 73% (11) felt they did not have sufficient teaching on surgical specialties during medical school. 93% (14) felt they did not have sufficient teaching on how to manage surgical patients as a FY1. 100% (15) responded they would be interested in surgical teaching delivered by core surgical trainees. Eight topics were suggested, and lunchtime sessions were created. Post-course feedback was completed by 12 FY1 doctors. 88% (10) of respondents found the course ‘extremely useful’ and relevant to their surgical jobs. Conclusions There is a demand for surgical teaching for FY1s. Near-peer education designed by FY1s and delivered by CSTs is an effective way for teaching relevant surgical knowledge. Lunch-time virtual teaching is a good way to continue teaching sessions through the pandemic.

scholarly journals The Quality Lecture: How Do We Rate?

2014 ◽  
Vol 5 (3) ◽  
pp. 710-720
Author(s):  
Tzong-Yang Pan ◽  
Cathy Owen
Keyword(s):  
Staff Development ◽  
Literature Review ◽  
Medical School ◽  
Tertiary Education ◽  
Primary Method ◽  
Visual Aids ◽  
Lecture Series ◽  
Key Concepts ◽  
Key Features

Aims: to review the key features of an effective lecture and to rate a series of medical school lectures to inform a broader initiative in staff development in effective lecturingBackground: Lectures are the primary method of delivering information to an audience in tertiary education and remain a key part of medical school educationMethod: Literature review confirmed fourteen elements thought to contribute to the quality of a lecture. A lecture series was then rated using these criteria Results: The three highest rated criteria were explaining and summarising key concepts, presenting material at an appropriate level to the audience, and the use of clear audio-visual aids and voice. The three lowest rated aspects of our lecture program were stating goals of the talk, monitoring audience understanding and responding appropriately, and providing a conclusion to the talk.Conclusions: These findings will provide direction to staff development to further improve the quality of lectures provided to students. 

Implementing Change in Neuroanatomy Education: Organization, Evolution, and Assessment of a Near‐Peer Teaching Program in an Undergraduate Medical School in Greece

2020 ◽  
Vol 13 (6) ◽  
pp. 694-706 ◽  
Author(s):  
Stefanos Karamaroudis ◽  
Eleni Poulogiannopoulou ◽  
Marinos G. Sotiropoulos ◽  
Thomas Kalantzis ◽  
Elizabeth O. Johnson
Keyword(s):  
Medical School ◽  
Peer Teaching ◽  
Teaching Program ◽  
Implementing Change ◽  
Education Organization ◽  
Organization Evolution

Recruitment into psychiatry

2002 ◽  
Vol 180 (4) ◽  
pp. 307-312 ◽  
Author(s):  
Ian F. Brockington ◽  
David B. Mumford
Keyword(s):  
Medical Students ◽  
Literature Review ◽  
Medical School ◽  
Royal College ◽  
Undergraduate Training ◽  
Career Plans ◽  
Medical Graduates ◽  
Foreign Medical Graduates ◽  
Before And After

BackgroundDespite improvements in psychiatric teaching, British medical schools have never produced enough graduands aiming for psychiatry.AimsTo inform the strategy for improving recruitment.MethodA literature review.ResultsThe number of psychiatrists required depends on the role of psychiatry, which is constantly changing. The present requirement is about 250–300 per year, including replacements and new posts. The number of psychiatric trainees has always been higher than expected from the career plans of newly qualified doctors, but the number of British graduates passing the Royal College of Psychiatrists' Membership examination has still fallen short, requiring a supplement of foreign medical graduates. The recent 50% expansion in medical students may make this country self-sufficient.ConclusionsTo improve recruitment, the College should focus on influences before and after undergraduate training – the kind of student entering medical school and the factors favouring sustained psychiatric practice after graduation.

scholarly journals EP.TU.480Novel virtual near-peer surgical teaching for foundation doctors

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Andrew Hughes ◽  
Sarah Choi ◽  
Oluwafisayo Olabisi ◽  
Jared Torkington
Keyword(s):  
Medical School ◽  
Teaching Hospital ◽  
Surgical Complications ◽  
Peer Teaching ◽  
Surgical Patients ◽  
Medical Graduates ◽  
Large Teaching Hospital ◽  
Surgical Ward ◽  
Surgical Teaching ◽  
Lunch Time

Abstract Aims Studies have shown that new medical graduates feel unprepared for their role as clinicians. Courses and teachings have been cancelled due to COVID-19. Our aim was to assess demand for surgical teaching and provide a new surgical course delivered virtually to fill this gap. Methods FY1 doctors from a large teaching hospital were invited to fill in a questionnaire to assess their preparedness for surgical specialties and subsequent appetite for near-peer teaching. The findings were used to create a virtual surgical teaching course. A post-course questionnaire was distributed to assess the success of the course. Results Fifteen FY1 doctors completed the questionnaire. 73% (11) felt they had not had sufficient teaching on surgical specialties during medical school. 93% (14) felt they did not have sufficient teaching on managing surgical patients in foundation training. None felt ‘very confident’ managing patients peri-operatively. None felt ‘very confident’ managing surgical complications. 66.7% (10) and 53.3% (8) said they had not had any teaching from SHOs or SpRs respectively. Of those who had, 66.7% (4) and 85.7% (6) found it ‘very useful’. 100% (15) said they would be interested in surgical teaching delivered by CSTs. Twelve FY1 doctors completed the post-course feedback. 83% (10) found the course ‘extremely useful’ and relevant to their surgical ward based jobs. Conclusion FY1s are not confident in managing surgical patients on the wards. There is a demand for surgical teaching for FY1s. Virtual lunch-time teaching is an effective way to encourage and continue surgical teaching throughout the pandemic.

Implementing Pathology Peer Teaching Program in a Medical School

2020 ◽  
Vol 34 (S1) ◽  
pp. 1-1
Author(s):  
Christine M. Lomiguen ◽  
Hannah Gross ◽  
Mark A. Terrell ◽  
Olalekan Ogunsakin ◽  
Tipsuda Junsanto-Bahri
Keyword(s):  
Medical School ◽  
Peer Teaching ◽  
Teaching Program

scholarly journals Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team

10.2196/21869 ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. e21869
Author(s):  
Anson Hei Ka Tong ◽  
Christopher See
Keyword(s):  
Medical Student ◽  
Medical School ◽  
Student Teacher ◽  
Current Trend ◽  
Medical Schools ◽  
Peer Teaching ◽  
Teaching Activities ◽  
Complex Part ◽  
School Curricula ◽  
Teacher Team

These personal views, drawn from the experiences of a medical student and a medical school lecturer, advocate caution of the current trend for formal adoption of peer teaching into medical school curricula. Using a metaphor from physics, we highlight the need for cautious deeper exploration of the informal world of peer-teaching in medical schools, which is a complex part of the educational ecosystem, prior to incorporating such activities into faculty-led initiatives. We support a measured approach to the introduction of compulsory peer-teaching activities given the recognized theoretical and pedagogical benefits.

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