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A Novel Approach to Medical Student Peer-assisted Learning Through Case-based Simulations.
Jauregui, Joshua; Bright, Steven; Strote, Jared; Shandro, Jamie.
Affiliation
  • Jauregui J; University of Washington School of Medicine, Department of Emergency Medicine, Seattle, Washington.
  • Bright S; University of Washington School of Medicine, Department of Emergency Medicine, Seattle, Washington.
  • Strote J; University of Washington School of Medicine, Department of Emergency Medicine, Seattle, Washington.
  • Shandro J; University of Washington School of Medicine, Department of Emergency Medicine, Seattle, Washington.
West J Emerg Med ; 19(1): 193-197, 2018 Jan.
Article in En | MEDLINE | ID: mdl-29383080
INTRODUCTION: Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence. METHODS: We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3-5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course. RESULTS: 135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight. CONCLUSION: Unlike other simulations, our combination of brief, student-assisted cases using low-fidelity simulation provides a cost-, resource- and time-effective way to implement a medical student clerkship educational experience.
Subject(s)

Full text: 1 Database: MEDLINE Main subject: Peer Group / Students, Medical / Clinical Clerkship / Problem-Based Learning / Curriculum / Simulation Training Limits: Humans Language: En Journal: West J Emerg Med Year: 2018 Type: Article

Full text: 1 Database: MEDLINE Main subject: Peer Group / Students, Medical / Clinical Clerkship / Problem-Based Learning / Curriculum / Simulation Training Limits: Humans Language: En Journal: West J Emerg Med Year: 2018 Type: Article