ror.org/010x8gc63
Abstracts
Abstract
Implication Statement
The transition between pre-clerkship and clerkship can be difficult for medical students. Near-peer teaching may fill knowledge gaps within curricular clerkship orientation, leveraging recent, relatable, and up-to-date experiences from near-peers. These benefits have not been formally evaluated in the context of a clerkship orientation. We therefore created the Clerkship Primer, a near-peer teaching initiative that aimed to introduce incoming clerks to clerkship through a curricular session facilitated exclusively by senior clerkship students. Sessions had high satisfaction among students. This pilot project suggests that curricular near-peer teaching is a valuable component of clerkship orientation.
Résumé
Énoncé des implications de la recherche
La transition entre le pré-externat et l'externat peut être difficile pour les étudiants en médecine. Un enseignement par les pairs a le potentiel de combler des lacunes dans les connaissances dans le cadre d’une orientation à l'externat, à partir d’expériences récentes et actualisées de pairs. Ces avantages n'ont pas été formellement évalués dans le contexte d'une orientation à l’externat. Nous avons donc créé le Clerkship Primer, une démarche d'enseignement par les pairs qui vise à présenter l'externat aux nouveaux externes dans le cadre d'une séance animée exclusivement par des externes séniors. Les séances ont été très appréciées par les étudiants. Ce projet pilote porte à croire qu’un enseignement par les pairs est une composante précieuse de l'orientation à l'externat.
Download the article in PDF to read it. Download
Appendices
Bibliography
- Atherley A, Dolmans D, Hu W, Hegazi I, Alexander S, Teunissen PW. Beyond the struggles: a scoping review on the transition to undergraduate clinical training. Med Ed. 2019;53(6):559-70. https://doi.org/10.1111/medu.13883Google Scholar Search this bibliographic reference on Google Scholar
- OʼBrien BC, Poncelet AN. Transition to clerkship courses: preparing students to enter the workplace. Acad Med. 2010;85(12):1862-9. https://doi.org/10.1097/ACM.0b013e3181fa2353Google Scholar Search this bibliographic reference on Google Scholar
- Rashid MS, Sobowale O, Gore D. 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). BMC Med Ed. 2011;11(1). https://doi.org/10.1186/1472-6920-11-1Google Scholar Search this bibliographic reference on Google Scholar
- Hall S, Harrison CH, Stephens J, et al. The benefits of being a near-peer teacher. Clin Teach. 2018;15(5):403-7. https://doi.org/10.1111/tct.12784Google Scholar Search this bibliographic reference on Google Scholar
- Meller SM, Chen M, Chen R, Haeseler FD. Near-peer teaching in a required third-year clerkship. Yale J Biol Med. 2013 Dec;86(4):583-9. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3848112/Google Scholar Search this bibliographic reference on Google Scholar
- Kessler CS, Dharmapuri S, Marcolini EG. Qualitative analysis of effective lecture strategies in emergency medicine. Ann Emerg Med. 2011;58(5). https://doi.org/10.1016/j.annemergmed.2011.06.011Google Scholar Search this bibliographic reference on Google Scholar