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Evaluating peer teaching about chronic disease.

Sylvia Guenther¹, Narelle Shadbolt, Chris Roberts

¹Sydney Medical School-Northern (Hornsby), The University of Sydney, New South Wales, Australia.

The Clinical Teacher

|November 25, 2014

Summary

This summary is machine-generated.

The primary care areas of priority (PCAP) peer teaching activity effectively engages medical students in learning chronic disease management. This peer-led approach is well-received and improves clinical knowledge and teaching skills.

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Area of Science:

Medical Education
Primary Care
Chronic Disease Management

Background:

The primary care areas of priority (PCAP) activity was designed to enhance medical students' understanding of chronic disease management within a clinical setting through peer interaction.
It serves as a summative assessment during primary care rotations in a graduate-entry medical program.
This study evaluated the PCAP activity's acceptability and effectiveness as an integrated teaching, learning, and assessment innovation.

Purpose of the Study:

To evaluate the acceptability and effectiveness of the PCAP activity.
To assess its role as a combined teaching, learning, and assessment innovation for medical students.
To determine its impact on chronic disease management education.

Main Methods:

Analysis of qualitative and quantitative evaluation and assessment data from students during 2011-2012 academic year rotations.
Utilized data from four community term blocks.
Employed mixed-methods analysis to assess the PCAP peer teaching activity.

Main Results:

89% of responding students (n=148/166) rated the PCAP activity as satisfactory, good, or excellent.
Assessment scores indicated that most students achieved the specified learning outcomes across 11 assessable components.
Key components included teaching skills, clinical knowledge mastery, management planning, prevention, patient safety, and health equity.

Conclusions:

The PCAP peer teaching activity is an acceptable and effective method for teaching chronic disease management in the community.
It is adaptable to various teaching contexts and well-received by students for both teaching and learning.
Students demonstrated development in clinical knowledge and teaching abilities related to chronic disease management.