The South-east Scotland Foundation Doctor Teaching Programme Is near-peer teaching feasible, efficacious and sustainable on a regional scale?

Jeremy Rodrigues*, Anshuman Sengupta, Alana Mitchell, Christopher Kane, Clare Kane, Simon Maxwell, Helen Cameron, Michael Ross, Michael Ford

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Peer-assisted learning has advantages for students and tutors. Aims: We aimed to establish a novel 'near-peer' teaching scheme delivered by junior doctors for final-year medical students in Southeast Scotland. We report feedback from students regarding the perceived utility of this scheme, the results of a randomized controlled trial (RCT) of its impact, and mechanisms for quality assurance and sustainability. Methods: The scheme was devised by newly qualified doctors. Following open recruitment and tutor training, junior doctor-led sessions were provided on clinical examination and practical prescribing in 2006-2008. Feedback was sought using anonymized questionnaires. An RCT was performed to assess the effect of attendance at a prescribing tutorial on performance in a mock assessment. Results: Of 271 students in 2006-2007, 234 (86%) completed voluntary feedback and 233 (99%) expressed interest in attending more tutorials. In the RCT, students who received a tutorial made fewer dosing errors (9 vs. 22, p = 0.049). The majority of tutors attending the training symposium felt the experience was useful and helped prepare them for teaching. Conclusion: 'Near-peer' teaching is a popular adjunct to the undergraduate programme and may promote junior doctors' professional development. Such schemes can be devised and delivered by juniors in conjunction with university staff.

Original languageEnglish
Article number909966764
Pages (from-to)51-57
Number of pages7
JournalMedical Teacher
Volume31
Issue number2
DOIs
Publication statusPublished - 2009

Keywords

  • GUIDE SUPPLEMENT 30.1
  • IMPLEMENTATION FRAMEWORK
  • MEDICAL-STUDENTS
  • PRACTICAL APPLICATION
  • VIEWPOINT

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