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Related Concept Videos

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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Community Based Intervention

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Method of Joints: Problem Solving II

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Parenting Styles

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Related Experiment Video

Updated: Jun 11, 2026

Systematic Bronchoscopy: the Four Landmarks Approach
04:47

Systematic Bronchoscopy: the Four Landmarks Approach

Published on: June 23, 2023

STR1DE: A Near-Peer Approach to FY1 Teaching.

Joe Gleeson-Buddhdev1, Hayley Boal1, Ashley Wragg1

  • 1The Mid Yorkshire Teaching NHS Trust, Wakefield, UK.

The Clinical Teacher
|June 9, 2026
PubMed
Summary
This summary is machine-generated.

Foundation Year 1 doctors reported high satisfaction with the STR1DE program, a full-day teaching initiative featuring near-peer faculty and a co-designed curriculum. This approach improved medical education engagement and learning outcomes.

Keywords:
curriculum designfoundation doctorsnear‐peerreflectionsimulationteaching organisationtransition

Related Experiment Videos

Last Updated: Jun 11, 2026

Systematic Bronchoscopy: the Four Landmarks Approach
04:47

Systematic Bronchoscopy: the Four Landmarks Approach

Published on: June 23, 2023

Area of Science:

  • Medical Education
  • Doctoral Training
  • Healthcare Professional Development

Background:

  • Foundation Year 1 (FY1) doctors require 30 hours of annual core teaching alongside clinical experience.
  • Previous teaching methods were unpopular due to curriculum issues, attendance difficulties, and lecture overuse.
  • The STR1DE program was developed to enhance FY1 satisfaction with their educational training.

Purpose of the Study:

  • To evaluate the effectiveness and satisfaction levels of the STR1DE program for UK Foundation Year 1 doctors.
  • To assess the impact of a novel teaching program on medical trainee engagement and learning.

Main Methods:

  • STR1DE utilized six full-day sessions annually, repeated for smaller groups (~12 participants).
  • Content was designed and delivered by trained near-peer teaching fellows, adapting the curriculum based on FY1 feedback.
  • Interactive techniques, including simulation, were employed, prioritizing clinically relevant topics aligned with the Foundation Programme Curriculum.

Main Results:

  • 168 FY1 doctors attended STR1DE over three years, with consistently high satisfaction ratings (mean >4.8/5).
  • The full-day format was overwhelmingly preferred (99.3%).
  • Qualitative feedback identified the full-day structure, near-peer faculty, and co-designed curriculum as key success factors.

Conclusions:

  • The STR1DE program demonstrates that a full-day teaching format, led by near-peer educators, is highly valued by FY1 doctors.
  • Learner involvement in curriculum development and fostering a collaborative learning environment are crucial for successful medical education programs.
  • This model offers a scalable approach to improving postgraduate medical training satisfaction and effectiveness.