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Teaching clinical examination using peer-assisted learning amongst graduate-entry students
Jon M Dickson1, Richard Harrington, Michael J Carter
1Macmillan Palliative Care Unit, Northern General Hospital, Sheffield, UK. jon.dickson@thejce.com
The Clinical Teacher
|February 18, 2011
Summary
Final-year medical students successfully organized a peer-assisted learning program for clinical examination skills. This initiative utilized deliberate practice and provided valuable feedback for future improvements.
Area of Science:
- Medical Education
- Clinical Skills Training
Background:
- A peer-assisted learning (PAL) program was implemented for graduate-entry medical students to teach clinical examination.
- The program aimed to use deliberate practice within the medical school's curriculum.
Purpose of the Study:
- To establish a PAL forum for clinical examination curriculum delivery.
- To gather feedback on the PAL program using the nominal group technique (NGT).
- To utilize feedback for program enhancement in subsequent years.
Main Methods:
- The curriculum was based on the first-year medical school syllabus for clinical examination.
- Peer tutors had autonomy in program delivery.
- The nominal group technique was employed for feedback collection post-program.
Main Results:
- Final-year graduate-entry students demonstrated the capability to organize a high-quality PAL program.
- The program effectively taught clinical examination skills aligned with the medical school's curriculum.
Conclusions:
- The nominal group technique proved effective for generating structured feedback from peer tutees with minimal resources.
- Fourteen specific suggestions for program improvement were identified.
- A feedback cycle was integrated into the program for continuous enhancement.
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