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Peer-assisted learning model enhances clinical clerk's procedural skills
Chia-Chang Huang1, Hui-Chi Hsu2, Ling-Yu Yang3
1Division of Clinical Skills Training, Taipei Veterans General Hospital, Taipei, Taiwan, ROC; Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC; Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC; Institute of Clinical Medicine, National Yang-Ming University, Taipei, Taiwan, ROC; School of Medicine, National Yang-Ming University, Taipei, Taiwan, ROC.
A digital platform enhanced peer-assisted learning for clinical clerks, improving the transfer of laboratory skills to patient care. This method boosted procedural efficiency and confidence compared to traditional self-directed learning.
Area of Science:
- Medical Education
- Digital Health
- Clinical Skills Training
Background:
- Transferring laboratory-trained procedural skills to clinical practice is challenging due to insufficient peer support.
- Digital platforms can facilitate peer-assisted learning (PAL) for procedural skills among medical trainees.
- This study evaluated a digital platform's effectiveness in enhancing skill transfer during clinical clerkships.
Purpose of the Study:
- To investigate the effectiveness of a digital platform for peer-assisted learning (PAL) in transferring procedural skills.
- To compare the procedural skill acquisition of clerks using a digital platform versus traditional self-directed learning.
- To assess the impact of PAL on self-assessed efficiency and objective performance in clinical procedures.
Main Methods:
- A peer-assisted learning (PAL) group (n=44) used a Facebook group for procedural skills support during clerkship.
- A regular group (n=51) engaged in self-directed learning without the digital platform.
- Participants completed pre/post self-assessments (GSER, SSSER) and a post-intervention Objective Structured Clinical Skills Examination (OSCE) for vein puncture, IV catheter, and NG tube insertion.
Main Results:
- The PAL group performed more procedures (vein punctures, IV insertions, NG tube insertions) at the bedside.
- Greater improvements in general and skills-specific self-assessed efficiency ratings (GSER, SSSER) were observed in the PAL group.
- The PAL group achieved higher scores on the post-intervention Objective Structured Clinical Skills Examination (OSCE).
Conclusions:
- A procedural skill-specific digital platform effectively supports the transfer of laboratory-trained skills to clinical settings.
- Peer-assisted learning via a digital platform offers additional benefits for enhancing procedural skills compared to self-directed learning.
- Digital tools can augment traditional medical education by fostering collaborative learning and skill development in clinical environments.