Peer Assisted Learning: A Pedagogical Alternative of Teaching Skills to Medical Students
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Publication Date: | 2020 |
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Format: | Article |
Language: | por eng |
Source: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Summary: | Introduction: Technical skills training is fundamental for clinical practice although poorly emphasised in undergraduate medical curricula. In these circumstances, Peer Assisted Learning methodology has emerged as a valid alternative to overcome this insufficiency. The purpose of this study is to evaluate the impact on students of a Peer Assisted Learning program in basic surgical skills, regarding technical competences and knowledge improvement.Material and Methods: A total of 104 randomly selected third year medical students participated in a workshop delivered by fifth year students. From that total, 34 students were assessed before and after the workshop, using the Objective Structured Assessment of Technical Skills instrument, that consists of a global rating scale and a procedure-specific checklist. Sixth year students (control group) were also assessed in their performance without participating in the workshop. Before workshop versus after workshop Objective Structured Assessment of Technical Skills results were compared using Wilcoxon and McNemar tests. After workshop versus control group Objective Structured Assessment of Technical Skills results were compared using Mann-Whitney, qui-squared test and Fisher’s exact test.Results: For the global rating scale, students obtained an after the workshop score (29.5) that was significantly higher than the before the workshop score (15.5; p-value < 0.001), but no significant differences were found between after the workshop and control group scores (p-value = 0.167). For the procedure-specific checklist, 3rd year students had a substantial positive evolution in all parameters and obtained higher rates of correct achievements compared to the control group.Discussion: The final outcomes demonstrated a significant qualitative and quantitative improvement of knowledge and technical skills, which is in accordance with other literature.Conclusion: This Peer Assisted Learning program revealed promising results concerning improvement of surgical skills in medical students, with little staff faculty contribution and extension to a much broader number of students. |
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Peer Assisted Learning: A Pedagogical Alternative of Teaching Skills to Medical StudentsAprendizagem Assistida por Pares: Uma Alternativa Pedagógica no Ensino de Competências a Estudantes de MedicinaEducationMedicalUndergraduateGeneral Surgery / educationPeer GroupStudentsCirurgia Geral/educaçãoEducação Médica Pré-graduadaEstudantes de MédicinaGrupo de ParesIntroduction: Technical skills training is fundamental for clinical practice although poorly emphasised in undergraduate medical curricula. In these circumstances, Peer Assisted Learning methodology has emerged as a valid alternative to overcome this insufficiency. The purpose of this study is to evaluate the impact on students of a Peer Assisted Learning program in basic surgical skills, regarding technical competences and knowledge improvement.Material and Methods: A total of 104 randomly selected third year medical students participated in a workshop delivered by fifth year students. From that total, 34 students were assessed before and after the workshop, using the Objective Structured Assessment of Technical Skills instrument, that consists of a global rating scale and a procedure-specific checklist. Sixth year students (control group) were also assessed in their performance without participating in the workshop. Before workshop versus after workshop Objective Structured Assessment of Technical Skills results were compared using Wilcoxon and McNemar tests. After workshop versus control group Objective Structured Assessment of Technical Skills results were compared using Mann-Whitney, qui-squared test and Fisher’s exact test.Results: For the global rating scale, students obtained an after the workshop score (29.5) that was significantly higher than the before the workshop score (15.5; p-value < 0.001), but no significant differences were found between after the workshop and control group scores (p-value = 0.167). For the procedure-specific checklist, 3rd year students had a substantial positive evolution in all parameters and obtained higher rates of correct achievements compared to the control group.Discussion: The final outcomes demonstrated a significant qualitative and quantitative improvement of knowledge and technical skills, which is in accordance with other literature.Conclusion: This Peer Assisted Learning program revealed promising results concerning improvement of surgical skills in medical students, with little staff faculty contribution and extension to a much broader number of students.Introdução: O treino de competências técnicas é fundamental para a prática clínica, mas pouco explorado no currículo médico pré-graduado. Neste contexto, o método de aprendizagem assistida por pares tem surgido como uma alternativa válida para contrariar esta insuficiência formativa. Neste estudo pretende-se avaliar o impacto, nos estudantes, de um programa de aprendizagem assistida por pares em técnicas cirúrgicas básicas, relativamente a competências técnicas e conhecimentos adquiridos.Material e Métodos: Foram selecionados aleatoriamente 104 estudantes do terceiro ano de Medicina para participarem numa formação, lecionada por estudantes do quinto ano. Um total de 34 estudantes foram avaliados antes e após formação, através do instrumento Objective Structured Assessment of Technical Skills, composto por uma escala global de avaliação e uma lista de verificação específica de procedimentos. Estudantes do sexto ano (grupo de controlo) foram também submetidos a uma avaliação, sem formação. Os resultados do Objective Structured Assessment of Technical Skills obtidos pelos estudantes antes da formação versus após a formação foram comparados através dos testes de Wilcoxon e McNemar. Para comparar os resultados do Objective Structured Assessment of Technical Skills obtidos pelos estudantes após formação versus grupo de controlo foram utilizados os testes de Mann-Whitney, qui-quadrado e teste exato de Fisher.Resultados: Na escala global de avaliação, os estudantes obtiveram uma pontuação após a formação (29,5) significativamente superior à obtida antes da formação (15,5; p-value < 0,001), não tendo sido encontradas diferenças significativas entre após a formação e grupo de controlo (p-value = 0,167). Na lista de verificação específica de procedimentos, os estudantes obtiveram uma evolução significativamente positiva em todos os parâmetros, sendo que estudantes após a formação obtiveram, maioritariamente, uma percentagem de realizações corretas bastante superior ao grupo de controlo.Discussão: Os resultados obtidos demonstraram uma melhoria qualitativa e quantitativa significativa do conhecimento e competências técnicas dos estudantes, o que se encontra em consonância com a literatura encontrada.Conclusão: Este programa de aprendizagem assistida por pares revelou-se promissor para a melhoria das competências técnicas cirúrgicas dos estudantes de medicina, com utilização de escassos recursos da faculdade e extensão a um número mais alargado de estudantes.Ordem dos Médicos2020-11-02info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/mswordapplication/mswordapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttps://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125oai:ojs.www.actamedicaportuguesa.com:article/12125Acta Médica Portuguesa; Vol. 33 No. 11 (2020): November; 742-752Acta Médica Portuguesa; Vol. 33 N.º 11 (2020): Novembro; 742-7521646-07580870-399Xreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporenghttps://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/5996https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/6712https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/5997https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/11303https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/11304https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/11305https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/11502https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/11537https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/11995https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/11996https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/11997https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/11998https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/11999https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/12004https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/12007https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125/12410Direitos de Autor (c) 2020 Acta Médica Portuguesainfo:eu-repo/semantics/openAccessRibeiro, Joana FernandesRosete, ManuelTeixeira, AndreiaConceição, HugoSantos, Lèlita2022-12-20T11:06:31Zoai:ojs.www.actamedicaportuguesa.com:article/12125Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:20:08.663482Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Peer Assisted Learning: A Pedagogical Alternative of Teaching Skills to Medical Students Aprendizagem Assistida por Pares: Uma Alternativa Pedagógica no Ensino de Competências a Estudantes de Medicina |
title |
Peer Assisted Learning: A Pedagogical Alternative of Teaching Skills to Medical Students |
spellingShingle |
Peer Assisted Learning: A Pedagogical Alternative of Teaching Skills to Medical Students Ribeiro, Joana Fernandes Education Medical Undergraduate General Surgery / education Peer Group Students Cirurgia Geral/educação Educação Médica Pré-graduada Estudantes de Médicina Grupo de Pares |
title_short |
Peer Assisted Learning: A Pedagogical Alternative of Teaching Skills to Medical Students |
title_full |
Peer Assisted Learning: A Pedagogical Alternative of Teaching Skills to Medical Students |
title_fullStr |
Peer Assisted Learning: A Pedagogical Alternative of Teaching Skills to Medical Students |
title_full_unstemmed |
Peer Assisted Learning: A Pedagogical Alternative of Teaching Skills to Medical Students |
title_sort |
Peer Assisted Learning: A Pedagogical Alternative of Teaching Skills to Medical Students |
author |
Ribeiro, Joana Fernandes |
author_facet |
Ribeiro, Joana Fernandes Rosete, Manuel Teixeira, Andreia Conceição, Hugo Santos, Lèlita |
author_role |
author |
author2 |
Rosete, Manuel Teixeira, Andreia Conceição, Hugo Santos, Lèlita |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Ribeiro, Joana Fernandes Rosete, Manuel Teixeira, Andreia Conceição, Hugo Santos, Lèlita |
dc.subject.por.fl_str_mv |
Education Medical Undergraduate General Surgery / education Peer Group Students Cirurgia Geral/educação Educação Médica Pré-graduada Estudantes de Médicina Grupo de Pares |
topic |
Education Medical Undergraduate General Surgery / education Peer Group Students Cirurgia Geral/educação Educação Médica Pré-graduada Estudantes de Médicina Grupo de Pares |
description |
Introduction: Technical skills training is fundamental for clinical practice although poorly emphasised in undergraduate medical curricula. In these circumstances, Peer Assisted Learning methodology has emerged as a valid alternative to overcome this insufficiency. The purpose of this study is to evaluate the impact on students of a Peer Assisted Learning program in basic surgical skills, regarding technical competences and knowledge improvement.Material and Methods: A total of 104 randomly selected third year medical students participated in a workshop delivered by fifth year students. From that total, 34 students were assessed before and after the workshop, using the Objective Structured Assessment of Technical Skills instrument, that consists of a global rating scale and a procedure-specific checklist. Sixth year students (control group) were also assessed in their performance without participating in the workshop. Before workshop versus after workshop Objective Structured Assessment of Technical Skills results were compared using Wilcoxon and McNemar tests. After workshop versus control group Objective Structured Assessment of Technical Skills results were compared using Mann-Whitney, qui-squared test and Fisher’s exact test.Results: For the global rating scale, students obtained an after the workshop score (29.5) that was significantly higher than the before the workshop score (15.5; p-value < 0.001), but no significant differences were found between after the workshop and control group scores (p-value = 0.167). For the procedure-specific checklist, 3rd year students had a substantial positive evolution in all parameters and obtained higher rates of correct achievements compared to the control group.Discussion: The final outcomes demonstrated a significant qualitative and quantitative improvement of knowledge and technical skills, which is in accordance with other literature.Conclusion: This Peer Assisted Learning program revealed promising results concerning improvement of surgical skills in medical students, with little staff faculty contribution and extension to a much broader number of students. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-02 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
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article |
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publishedVersion |
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https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125 oai:ojs.www.actamedicaportuguesa.com:article/12125 |
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https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/12125 |
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dc.language.iso.fl_str_mv |
por eng |
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por eng |
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Direitos de Autor (c) 2020 Acta Médica Portuguesa info:eu-repo/semantics/openAccess |
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Direitos de Autor (c) 2020 Acta Médica Portuguesa |
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Ordem dos Médicos |
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Ordem dos Médicos |
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Acta Médica Portuguesa; Vol. 33 No. 11 (2020): November; 742-752 Acta Médica Portuguesa; Vol. 33 N.º 11 (2020): Novembro; 742-752 1646-0758 0870-399X reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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