Junior doctor teaching delivered by near peers
This article outlines a pilot study of a postgraduate near‐peer teaching programme implemented at the Royal Victoria Infirmary, Newcastle, UK.
MethodsA 16‐week teaching programme was developed in which core medical trainees delivered teaching sessions to their more junior Foundation Year‐2 colleagues. The teaching was based on cases that the Foundation Year‐2 doctors frequently manage during clinical practice. Evaluation questionnaires were completed and learners were asked to rate their confidence in managing the cases before and after each session. Furthermore, each tutor underwent a standardised teaching assessment during their first and final sessions.
ResultsFifteen sessions were delivered by four tutors. All sessions received positive feedback from learners with nine sessions receiving a five out of five rating. In addition, the confidence ratings of the learners increased following each session. The tutors improved in all items of the teaching assessments and the overall rating of their teaching.
Near‐peer teaching could enhance the training of junior doctors
DiscussionThe results of this pilot study suggest that the benefits described in undergraduate near‐peer teaching programmes may also be seen in postgraduate medical education. Thus near‐peer teaching could enhance the training of junior doctors, and we encourage the proliferation of such programmes to further evaluate their benefits in this setting.
Source: The Clinical Teacher - Category: Universities & Medical Training Authors: Oluwaseun Anyiam, Victoria Ware, Maria McKenna, John Hanley Tags: Original Article Source Type: research
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