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West J Emerg Med. 2017 Jan;18(1):137-141. doi: 10.5811/westjem.2016.11.32753. Epub 2016 Nov 15.

Efficient and Effective Use of Peer Teaching for Medical Student Simulation.

Author information

1
University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan; University of Michigan Medical School, Department of Pediatrics, Ann Arbor, Michigan.
2
Cooper University Hospital, Department of Medicine, Division of Critical Care Medicine, Camden, New Jersey.
3
University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan.
4
Memorial Hermann Northeast Hospital, Department of Emergency Medicine, Humble, Texas.
5
University of Michigan, Department of Health Management and Policy, Ann Arbor, Michigan.
6
University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan; University of Michigan Medical School, Department of Learning Health Sciences, Ann Arbor, Michigan.

Abstract

INTRODUCTION:

Simulation is increasingly used in medical education, promoting active learning and retention; however, increasing use also requires considerable instructor resources. Simulation may provide a safe environment for students to teach each other, which many will need to do when they enter residency. Along with reinforcing learning and increasing retention, peer teaching could decrease instructor demands. Our objective was to determine the effectiveness of peer-taught simulation compared to physician-led simulation. We hypothesized that peer-taught simulation would lead to equivalent knowledge acquisition when compared to physician-taught sessions and would be viewed positively by participants.

METHOD:

This was a quasi-experimental study in an emergency medicine clerkship. The control group was faculty taught. In the peer-taught intervention group, students were assigned to teach one of the three simulation-based medical emergency cases. Each student was instructed to master their topic and teach it to their peers using the provided objectives and resource materials. The students were assigned to groups of three, with all three cases represented; students took turns leading their case. Three groups ran simultaneously. During the intervention sessions, one physician was present to monitor the accuracy of learning and to answer questions, while three physicians were required for the control groups. Outcomes compared pre-test and post-test knowledge and student reaction between control and intervention groups.

RESULTS:

Both methods led to equally improved knowledge; mean score for the post-test was 75% for both groups (p=0.6) and were viewed positively. Students in the intervention group agreed that peer-directed learning was an effective way to learn. However, students in the control group scored their simulation experience more favorably.

CONCLUSION:

In general, students' response to peer teaching was positive, students learned equally well, and found peer-taught sessions to be interactive and beneficial.

PMID:
28116026
PMCID:
PMC5226748
DOI:
10.5811/westjem.2016.11.32753
[Indexed for MEDLINE]
Free PMC Article

Conflict of interest statement

By the WestJEM article submission agreement, all authors are required to disclose all affiliations, funding sources and financial or management relationships that could be perceived as potential sources of bias. The authors disclosed none.

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