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

Full Abstract

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.

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Author information

Author/s: Field, Max (M); Burke, Joanne M (JM); McAllister, David (D); Lloyd, David M (DM);

Affiliation: Medical Education Department, University of Glasgow Medical School, University of Glasgow, Glasgow, UK. m.field(-atsign-)clinmed.gla.ac.uk

Journal and publication information

Publication Type: Journal Article

Journal: Medical education (Med Educ), published in England. (Language: eng)

Reference: 2007-Apr; vol 41 (issue 4) : pp 411-8

Dates: Created 2007/04/13; Completed 2007/07/10;

PMID: 17430287, status: MEDLINE (last retrieval date: 12/26/2008)

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Adolescent
Adult
Attitude of Health Personnel
Clinical Competence - standards
Education, Medical, Undergraduate - methods
Female
Humans

Humans
Learning
Male
Peer Group
Scotland
Students, Medical - psychology
Teaching - methods

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