A near-peer teaching program designed, developed and delivered exclusively by recent medical graduates for final year medical students sitting the final objective structured clinical examination (OSCE)

The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured teaching program to final year medical students, evaluate the efficacy of teaching given by junior doctors and review the pertinent literature. We develope...

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Published inBMC medical education Vol. 11; no. 1; p. 11
Main Authors Rashid, Mustafa S, Sobowale, Oluwaseun, Gore, David
Format Journal Article
LanguageEnglish
Published England BioMed Central Ltd 17.03.2011
BioMed Central
BMC
Subjects
Curriculum
Dermatology
Design
Diversity training
Education, Medical, Undergraduate - methods
Educational Environment
Educational Measurement - methods
Educational Research
Educational Resources
Educational Status
Feedback, Psychological
Humans
Learning
Medical education
Medical schools
Medical students
Peer Group
Peer Teaching
Peer tutoring
Peer-group tutoring of students
Program Development
Program Evaluation
Public speaking
Seminars
Students, Medical
Surveys and Questionnaires
Teachers
Teaching
Teaching - methods
Training
United Kingdom
United Kingdom > UK
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Abstract The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured teaching program to final year medical students, evaluate the efficacy of teaching given by junior doctors and review the pertinent literature. We developed a revision package for final year medical students sitting the Objective Structured Clinical Examination (OSCE). The package was created and delivered exclusively by recent medical graduates and consisted of lectures and small group seminars covering the core areas of medicine and surgery, with a focus on specific OSCE station examples. Students were asked to complete a feedback questionnaire during and immediately after the program. One hundred and eighteen completed feedback questionnaires were analysed. All participants stated that the content covered was relevant to their revision. 73.2% stated that junior doctors delivered teaching that is comparable to that of consultant - led teaching. 97.9% stated the revision course had a positive influence on their learning. Our study showed that recent medical graduates are able to create and deliver a structured, formal revision program and provide a unique perspective to exam preparation that was very well received by our student cohort. The role of junior doctors teaching medical students in a formal structured environment is very valuable and should be encouraged.
AbstractList Abstract Background The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured teaching program to final year medical students, evaluate the efficacy of teaching given by junior doctors and review the pertinent literature. Methods We developed a revision package for final year medical students sitting the Objective Structured Clinical Examination (OSCE). The package was created and delivered exclusively by recent medical graduates and consisted of lectures and small group seminars covering the core areas of medicine and surgery, with a focus on specific OSCE station examples. Students were asked to complete a feedback questionnaire during and immediately after the program. Results One hundred and eighteen completed feedback questionnaires were analysed. All participants stated that the content covered was relevant to their revision. 73.2% stated that junior doctors delivered teaching that is comparable to that of consultant - led teaching. 97.9% stated the revision course had a positive influence on their learning. Conclusions Our study showed that recent medical graduates are able to create and deliver a structured, formal revision program and provide a unique perspective to exam preparation that was very well received by our student cohort. The role of junior doctors teaching medical students in a formal structured environment is very valuable and should be encouraged.
BACKGROUND: The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured teaching program to final year medical students, evaluate the efficacy of teaching given by junior doctors and review the pertinent literature. METHODS: We developed a revision package for final year medical students sitting the Objective Structured Clinical Examination (OSCE). The package was created and delivered exclusively by recent medical graduates and consisted of lectures and small group seminars covering the core areas of medicine and surgery, with a focus on specific OSCE station examples. Students were asked to complete a feedback questionnaire during and immediately after the program. RESULTS: One hundred and eighteen completed feedback questionnaires were analysed. All participants stated that the content covered was relevant to their revision. 73.2% stated that junior doctors delivered teaching that is comparable to that of consultant - led teaching. 97.9% stated the revision course had a positive influence on their learning. CONCLUSIONS: Our study showed that recent medical graduates are able to create and deliver a structured, formal revision program and provide a unique perspective to exam preparation that was very well received by our student cohort. The role of junior doctors teaching medical students in a formal structured environment is very valuable and should be encouraged.
BACKGROUNDThe General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured teaching program to final year medical students, evaluate the efficacy of teaching given by junior doctors and review the pertinent literature. METHODSWe developed a revision package for final year medical students sitting the Objective Structured Clinical Examination (OSCE). The package was created and delivered exclusively by recent medical graduates and consisted of lectures and small group seminars covering the core areas of medicine and surgery, with a focus on specific OSCE station examples. Students were asked to complete a feedback questionnaire during and immediately after the program. RESULTSOne hundred and eighteen completed feedback questionnaires were analysed. All participants stated that the content covered was relevant to their revision. 73.2% stated that junior doctors delivered teaching that is comparable to that of consultant - led teaching. 97.9% stated the revision course had a positive influence on their learning. CONCLUSIONSOur study showed that recent medical graduates are able to create and deliver a structured, formal revision program and provide a unique perspective to exam preparation that was very well received by our student cohort. The role of junior doctors teaching medical students in a formal structured environment is very valuable and should be encouraged.
The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured teaching program to final year medical students, evaluate the efficacy of teaching given by junior doctors and review the pertinent literature. We developed a revision package for final year medical students sitting the Objective Structured Clinical Examination (OSCE). The package was created and delivered exclusively by recent medical graduates and consisted of lectures and small group seminars covering the core areas of medicine and surgery, with a focus on specific OSCE station examples. Students were asked to complete a feedback questionnaire during and immediately after the program. One hundred and eighteen completed feedback questionnaires were analysed. All participants stated that the content covered was relevant to their revision. 73.2% stated that junior doctors delivered teaching that is comparable to that of consultant - led teaching. 97.9% stated the revision course had a positive influence on their learning. Our study showed that recent medical graduates are able to create and deliver a structured, formal revision program and provide a unique perspective to exam preparation that was very well received by our student cohort. The role of junior doctors teaching medical students in a formal structured environment is very valuable and should be encouraged.
The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured teaching program to final year medical students, evaluate the efficacy of teaching given by junior doctors and review the pertinent literature. We developed a revision package for final year medical students sitting the Objective Structured Clinical Examination (OSCE). The package was created and delivered exclusively by recent medical graduates and consisted of lectures and small group seminars covering the core areas of medicine and surgery, with a focus on specific OSCE station examples. Students were asked to complete a feedback questionnaire during and immediately after the program. One hundred and eighteen completed feedback questionnaires were analysed. All participants stated that the content covered was relevant to their revision. 73.2% stated that junior doctors delivered teaching that is comparable to that of consultant - led teaching. 97.9% stated the revision course had a positive influence on their learning. Our study showed that recent medical graduates are able to create and deliver a structured, formal revision program and provide a unique perspective to exam preparation that was very well received by our student cohort. The role of junior doctors teaching medical students in a formal structured environment is very valuable and should be encouraged.
ArticleNumber 11
Audience Academic
Author Gore, David
Sobowale, Oluwaseun
Rashid, Mustafa S
AuthorAffiliation 3 University Hospitals of Morecambe Bay NHS Foundation Trust, Lancaster, UK
1 Stockport NHS Foundation Trust, Poplar Grove, Stockport, Cheshire, UK
2 Salford Royal NHS Foundation Trust, Salford, UK
AuthorAffiliation_xml – name: 3 University Hospitals of Morecambe Bay NHS Foundation Trust, Lancaster, UK
– name: 1 Stockport NHS Foundation Trust, Poplar Grove, Stockport, Cheshire, UK
– name: 2 Salford Royal NHS Foundation Trust, Salford, UK
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  givenname: Mustafa S
  surname: Rashid
  fullname: Rashid, Mustafa S
  email: mustafa.rashid@doctors.org.uk
  organization: Stockport NHS Foundation Trust, Poplar Grove, Stockport, Cheshire, UK. mustafa.rashid@doctors.org.uk
– sequence: 2
  givenname: Oluwaseun
  surname: Sobowale
  fullname: Sobowale, Oluwaseun
– sequence: 3
  givenname: David
  surname: Gore
  fullname: Gore, David
BackLink https://www.ncbi.nlm.nih.gov/pubmed/21414226$$D View this record in MEDLINE/PubMed
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ContentType Journal Article
Copyright COPYRIGHT 2011 BioMed Central Ltd.
2011 Rashid et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright ©2011 Rashid et al; licensee BioMed Central Ltd. 2011 Rashid et al; licensee BioMed Central Ltd.
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– notice: 2011 Rashid et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
– notice: Copyright ©2011 Rashid et al; licensee BioMed Central Ltd. 2011 Rashid et al; licensee BioMed Central Ltd.
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Snippet The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured teaching...
Background The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured...
Abstract Background: The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a...
BACKGROUNDThe General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured...
BACKGROUND: The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured...
Abstract Background The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a...
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StartPage 11
SubjectTerms Curriculum
Dermatology
Design
Diversity training
Education, Medical, Undergraduate - methods
Educational Environment
Educational Measurement - methods
Educational Research
Educational Resources
Educational Status
Feedback, Psychological
Humans
Learning
Medical education
Medical schools
Medical students
Peer Group
Peer Teaching
Peer tutoring
Peer-group tutoring of students
Program Development
Program Evaluation
Public speaking
Seminars
Students, Medical
Surveys and Questionnaires
Teachers
Teaching
Teaching - methods
Training
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Title A near-peer teaching program designed, developed and delivered exclusively by recent medical graduates for final year medical students sitting the final objective structured clinical examination (OSCE)
URI https://www.ncbi.nlm.nih.gov/pubmed/21414226
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Volume 11
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