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  • Peer-Assisted Learning in Clinical Skills: Reflections of Young Medical Educators

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    Cardiff University School of Medicine C21 Curriculum Showcase
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    Camille Kostov, Chris Jefferies, Medical Students, Cardiff University School of Medicine Objectives Peer-assisted learning (PAL) is an effective method of enhancing clinical skills training for medical students and is rated highly by PAL tutors and their peers1. The reciprocity of the educational experience is unique and valued by students2. Reflection is commonly used in healthcare education to make judgments and deepen understanding of a situation, with the aim of improving future performance3. Our objectives are (1) to describe the reflections of PAL tutors over 2 months of teaching clinical skills, and (2) to reflect on the overall experience of being a PAL tutor. Process As part of our Medical Education intercalated degree, we have attended a training day to become PAL tutors. Over the next two months we will be teaching a variety of clinical skills to junior medical students at Cardiff University. Each week we will reflect upon our experience, in terms of the effectiveness and context of the teaching session, with the aim of making improvements. We aim to reflect on our experiences in the light of medical education theories and strategies with consideration to the wider impact of PAL tutors for themselves, peers, and the curriculum. Results We have not yet had the opportunity to teach therefore are unable to state comment on our results. We will describe our reflections of becoming PAL tutors and the implications of our findings. Conclusions Beyond providing effective and memorable clinical skills teaching for our peers, and ourselves, we suspect that reflecting on our experiences will enable us to develop our abilities and confidence as medical educators. This suggests an additional dimension to the currently acknowledged benefits of PAL and could enhance the already successful PAL program at Cardiff University.

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    Peer-assisted learning in Clinical Skills: Reflections of Young Medical Educators

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    Camille Kostov, Chris Jefferies, Medical Students, Cardiff University School of Medicine Objectives Peer-assisted learning (PAL) is an effective method of enhancing clinical skills training for medical students and is rated highly by PAL tutors and their peers1. The reciprocity of the educational experience is unique and valued by students2. Reflection is commonly used in healthcare education to make judgments and deepen understanding of a situation, with the aim of improving future performance3. Our objectives are (1) to describe the reflections of PAL tutors over 2 months of teaching clinical skills, and (2) to reflect on the overall experience of being a PAL tutor. Process As part of our Medical Education intercalated degree, we have attended a training day to become PAL tutors. Over the next two months we will be teaching a variety of clinical skills to junior medical students at Cardiff University. Each week we will reflect upon our experience, in terms of the effectiveness and context of the teaching session, with the aim of making improvements. We aim to reflect on our experiences in the light of medical education theories and strategies with consideration to the wider impact of PAL tutors for themselves, peers, and the curriculum. Results We have not yet had the opportunity to teach therefore are unable to state comment on our results. We will describe our reflections of becoming PAL tutors and the implications of our findings. Conclusions Beyond providing effective and memorable clinical skills teaching for our peers, and ourselves, we suspect that reflecting on our experiences will enable us to develop our abilities and confidence as medical educators. This suggests an additional dimension to the currently acknowledged benefits of PAL and could enhance the already successful PAL program at Cardiff University.

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    50 views1 page

    Peer-Assisted Learning in Clinical Skills: Reflections of Young Medical Educators

    Uploaded by

    Cardiff University School of Medicine C21 Curriculum Showcase
    Camille Kostov, Chris Jefferies, Medical Students, Cardiff University School of Medicine Objectives Peer-assisted learning (PAL) is an effective method of enhancing clinical skills training for medical students and is rated highly by PAL tutors and their peers1. The reciprocity of the educational experience is unique and valued by students2. Reflection is commonly used in healthcare education to make judgments and deepen understanding of a situation, with the aim of improving future performance3. Our objectives are (1) to describe the reflections of PAL tutors over 2 months of teaching clinical skills, and (2) to reflect on the overall experience of being a PAL tutor. Process As part of our Medical Education intercalated degree, we have attended a training day to become PAL tutors. Over the next two months we will be teaching a variety of clinical skills to junior medical students at Cardiff University. Each week we will reflect upon our experience, in terms of the effectiveness and context of the teaching session, with the aim of making improvements. We aim to reflect on our experiences in the light of medical education theories and strategies with consideration to the wider impact of PAL tutors for themselves, peers, and the curriculum. Results We have not yet had the opportunity to teach therefore are unable to state comment on our results. We will describe our reflections of becoming PAL tutors and the implications of our findings. Conclusions Beyond providing effective and memorable clinical skills teaching for our peers, and ourselves, we suspect that reflecting on our experiences will enable us to develop our abilities and confidence as medical educators. This suggests an additional dimension to the currently acknowledged benefits of PAL and could enhance the already successful PAL program at Cardiff University.

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    !"#$%%& ()*+), (kosLovce[cf.ac.uk) "-. !/0$* 1&2&0$&* ([eerlesc[cf.ac.

    uk)
    Cardl unlverslLy Medlcal SLudenLs, Medlcal Lducauon (8Sc)
    Peer-Assisted Learning (PAL) in Clinical Skills:
    Reections of Young Medical Educators



    uescrlpuon








    leellngs





    Lvaluauon






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    Concluslons





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    Background
    eer-asslsLed learnlng (AL) lnvolves non-professlonal Leachers helplng each oLher
    Lo learn and learnlng Lhemselves by Leachlng
    1
    . AL ls an eecuve meLhod for
    Leachlng cllnlcal skllls, and ls raLed hlghly by AL LuLors and peers
    2
    . Learners value
    belng LaughL by oLher sLudenLs, who are approachable and undersLandlng
    3
    . 1uLors
    develop new compeLencles and galn condence as Leachers
    3
    .
    8eecuon ls wldely used ln healLhcare educauon. 8eecuve pracuce can deepen
    undersLandlng of an experlence, helplng Lo lmprove fuLure performance
    4
    .
    Process
    AL 1ralnlng uay. 1eachlng and 8eecung.
    Conclusions
    8eferences:
    1. 1opplng, k!. 1996. 1he eecuveness of peer LuLorlng ln furLher and hlgher educauon: Lwelve reasons Lo move from Lheory Lo pracuce. !"#$%&' )"&%*"+ 29(6), pp. 391-9.
    2. lleld, M., 8urke, !., McAlllsLer, u. and Lloyd, u. 2007. eer-asslsLed learnlng: a novel approach Lo cllnlcal skllls learnlng for medlcal sLudenLs. !"#$%&' ,#-%&./0 41(4), pp. 411-8.
    3. Lau, u., Wllllams, SL., Chlu, L., CranL, A. and SweeLland, P. 2012. eer-asslsLed learnlng ln cllnlcal procedural skllls - a plloL lnluauve. [osLer].
    4. Mann, k. 2008. 8eecuon: undersLandlng lLs lnuence on pracuce. !"#$%&' ,#-%&./0 42(3), pp. 449-431.
    3. Clbbs, C. (1988) Learnlng by uolng: A Culde Lo 1eachlng and Learnlng MeLhods. Cxford: lurLher Lducauonal unlL, Cxford olyLechnlc.
    Objectives
    1. uescrlbe Lhe reecuons of AL LuLors
    2. 8eecL on Lhe overall experlence of
    belng a AL LuLor
    Shadowing and Teaching
    Venepuncture & blood cultures
    Cannulation & ABGs
    Suturing
    Safe injections & drug calculations
    Histories and Examinations
    NERVOUS
    Frightened
    Apprehensive
    Uncertain
    Condent
    Excited
    Dealing with nerves
    Coping with uncertainty
    Small vs. large groups
    Distributing attention
    Answering questions
    Assessing competence
    More PAL teaching
    Prepare for each session
    Engage students e.g. through
    use of anecdotes
    Adapting to various abilities
    and needs of students
    TIME
    Value of proper preparation
    Time management
    Engaging students
    Teaching best practice
    Dealing with challenging
    students
    Building condence
    Feel like a part of the clinical
    skills team
    Inspired by good teachers
    Role models for peers
    a rollercoaster of experiences
    Our
    Reections
    (Gibbs
    cycle
    4
    ):
    8eyond provldlng eecuve and memorable cllnlcal skllls Leachlng, reecting on our experlences as AL
    LuLors has helped us Lo develop our ablllues and condence as medlcal educaLors. 1hls suggesLs an addluonal
    dlmenslon Lo Lhe currenLly acknowledged beneLs of AL, lnLroduclng reecuve pracuce could enhance Lhe
    already successful AL program aL Cardl unlverslLy.
    teaching the students was
    fun, motivating and
    challenging
    Acknowledgement and thanks to all of
    the Clinical Skills Team who have been
    incredibly helpful and welcoming !
    the presence of PAL tutors
    facilitates a supportive
    environment

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