DOES EXPERIENCE MATTER? A mixed methods study of medical student experiences of near-peer and senior clinician-led tutorials
Objectives: The primary aim of the study was to determine whether classroom-based acute care teaching delivered by junior doctors is comparable to that by senior doctors or faculty. This study reviews student opinions of near-peer and faculty led teaching on acute medicine to explore the difference...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
F1000 Research Ltd
2019-07-01
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| Series: | MedEdPublish |
| Subjects: | |
| Online Access: | https://www.mededpublish.org/Manuscripts/2448 |
| _version_ | 1818349725892476928 |
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| author | Katie Bishop Fiona Rae Nibu Thomas Charlie Tombs |
| author_facet | Katie Bishop Fiona Rae Nibu Thomas Charlie Tombs |
| author_sort | Katie Bishop |
| collection | DOAJ |
| description | Objectives:
The primary aim of the study was to determine whether classroom-based acute care teaching delivered by junior doctors is comparable to that by senior doctors or faculty. This study reviews student opinions of near-peer and faculty led teaching on acute medicine to explore the differences and student preferences.
Methods:
This study aimed to evaluate the role of trainees as near-peer tutors in the acute medicine tutorial based setting by randomly allocating the sessions to a junior or senior doctor. Student opinions were then invited through questionnaires and focus groups.
Results:
There was no statistical difference in students' perception of the level, pace and usefulness of the sessions. All teachers were approachable and enthusiastic. Students felt that senior doctors were more knowledgeable and better able to explain concepts. Students felt that all sessions were useful to their learning.
Conclusion:
Students enjoyed and derived educational benefit from both types of teaching session. Students found that senior doctor-led tutorials were more beneficial to their technical medical knowledge but felt that they gained more practical advice from junior doctor-led teaching. Trainees could provide reassurance, advice and mentorship regarding their careers and role of a doctor. Students recognised the value of tutorials by junior and senior doctors and requested the inclusion of both in their undergraduate curriculum. |
| first_indexed | 2024-12-13T18:10:31Z |
| format | Article |
| id | doaj.art-7fd72b4f05fa46f5a1c3c695b73d391e |
| institution | Directory Open Access Journal |
| issn | 2312-7996 |
| language | English |
| last_indexed | 2024-12-13T18:10:31Z |
| publishDate | 2019-07-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | MedEdPublish |
| spelling | doaj.art-7fd72b4f05fa46f5a1c3c695b73d391e2022-12-21T23:35:58ZengF1000 Research LtdMedEdPublish2312-79962019-07-0182DOES EXPERIENCE MATTER? A mixed methods study of medical student experiences of near-peer and senior clinician-led tutorialsKatie Bishop0Fiona Rae1Nibu Thomas2Charlie Tombs3Undergraduate Department, North Wales Clinical School, WrexhamUndergraduate Department, North Wales Clinical School, WrexhamUndergraduate Department, North Wales Clinical School, WrexhamUndergraduate Department, North Wales Clinical School, WrexhamObjectives: The primary aim of the study was to determine whether classroom-based acute care teaching delivered by junior doctors is comparable to that by senior doctors or faculty. This study reviews student opinions of near-peer and faculty led teaching on acute medicine to explore the differences and student preferences. Methods: This study aimed to evaluate the role of trainees as near-peer tutors in the acute medicine tutorial based setting by randomly allocating the sessions to a junior or senior doctor. Student opinions were then invited through questionnaires and focus groups. Results: There was no statistical difference in students' perception of the level, pace and usefulness of the sessions. All teachers were approachable and enthusiastic. Students felt that senior doctors were more knowledgeable and better able to explain concepts. Students felt that all sessions were useful to their learning. Conclusion: Students enjoyed and derived educational benefit from both types of teaching session. Students found that senior doctor-led tutorials were more beneficial to their technical medical knowledge but felt that they gained more practical advice from junior doctor-led teaching. Trainees could provide reassurance, advice and mentorship regarding their careers and role of a doctor. Students recognised the value of tutorials by junior and senior doctors and requested the inclusion of both in their undergraduate curriculum.https://www.mededpublish.org/Manuscripts/2448near-peerpeersundergraduate, traineestutorialsacute medicine |
| spellingShingle | Katie Bishop Fiona Rae Nibu Thomas Charlie Tombs DOES EXPERIENCE MATTER? A mixed methods study of medical student experiences of near-peer and senior clinician-led tutorials MedEdPublish near-peer peers undergraduate, trainees tutorials acute medicine |
| title | DOES EXPERIENCE MATTER? A mixed methods study of medical student experiences of near-peer and senior clinician-led tutorials |
| title_full | DOES EXPERIENCE MATTER? A mixed methods study of medical student experiences of near-peer and senior clinician-led tutorials |
| title_fullStr | DOES EXPERIENCE MATTER? A mixed methods study of medical student experiences of near-peer and senior clinician-led tutorials |
| title_full_unstemmed | DOES EXPERIENCE MATTER? A mixed methods study of medical student experiences of near-peer and senior clinician-led tutorials |
| title_short | DOES EXPERIENCE MATTER? A mixed methods study of medical student experiences of near-peer and senior clinician-led tutorials |
| title_sort | does experience matter a mixed methods study of medical student experiences of near peer and senior clinician led tutorials |
| topic | near-peer peers undergraduate, trainees tutorials acute medicine |
| url | https://www.mededpublish.org/Manuscripts/2448 |
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