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1.
Int J Public Health ; 67: 1604677, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36090843

RESUMO

Objectives: We measure the impacts of an intersectoral intervention tackling adolescent substance use implemented between 2017 and 2019 in a tri-border region of Brazil, Paraguay, and Argentina. Methods: The intervention involved 23 institutions from different sectors and 880 adolescents, equally split between randomly selected treatment and control classes across institutions. Treatment group students were involved in the co-development of activities to tackle substance use within their institutions. Both treatment and control group students benefited from the activities developed and implemented from the second year of the intervention. We use difference-in-differences models to measure the impacts of participation in the co-development of the activities on alcohol, tobacco, and cannabis consumption. Results: Adolescents involved in the co-development of activities are 8 pp less likely to consume tobacco and cannabis, and 13 pp less likely to consume alcohol (p < 0.01), compared to those who only participate in the activities. Among cannabis users, frequent consumption is also reduced by the intervention. Peer frequency of consumption is strongly associated with individual consumption. Conclusion: Co-development of activities by the subjects themselves can be key to decreasing substance use in this very crucial stage of life, especially if the institutions and the implementers are familiar with the area and subjects of the intervention.


Assuntos
Consumo de Bebidas Alcoólicas , Transtornos Relacionados ao Uso de Substâncias , Adolescente , Consumo de Bebidas Alcoólicas/prevenção & controle , Humanos , Grupo Associado , Estudantes , Transtornos Relacionados ao Uso de Substâncias/prevenção & controle , Uso de Tabaco
2.
PLoS One ; 17(9): e0273358, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36108091

RESUMO

BACKGROUND: Efforts to support flagging mentoring programs facing shortages of experienced clinical mentors have had an unexpected and welcome effect. Supplementing traditional mentoring programs with peer-mentoring have not only addressed gaps in practice, structure, support and mentee oversight but have offered mentees charged with peer-mentoring duties the opportunity to take on mentoring roles under senior supervision. This study evaluates the experiences of peer-mentors within a local research mentoring program to better understand and advance this endeavor. METHODS: Semi-structured interviews and post-interview surveys based on recent reviews on mentoring were employed. Adapting the Systematic Evidence Based Approach, data was analysed using thematic and content analysis. Results were combined using the Jigsaw Perspective to ensure that key elements of the different mentoring stages were identified. RESULTS: The interviews and surveys revealed the following domains: Motivation, Initiation, Practicing, and Mentoring Environment. CONCLUSION: These findings provide novel insight into a structured framework that may help guide the experiences, training, assessment, and oversight of peer-mentors beyond the auspices of our local program. These general observations will equip host organizations with the direction they need to take in designing and executing peer-mentoring training and assessment programs of their own. Whilst the stages of peer-mentoring need further evaluation and an effective means of assessment and support pivotal, we believe our findings suggest that peer-mentoring may not only help to address the shortfall in mentors but is an invaluable learning experience that prepares and instils key values, beliefs and principles in young would-be mentors.


Assuntos
Educação de Graduação em Medicina , Tutoria , Humanos , Mentores , Grupo Associado , Inquéritos e Questionários
3.
Sci Prog ; 105(3): 368504221124004, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36112937

RESUMO

In peer-to-peer (P2P) social lending, it is important to predict the repayment of borrowers. P2P lending data are generated in real-time, but most of them are pending to decide the repayment because the deadline is not yet expired. Adding the unexpired data with appropriate labels into the training set could improve the performance of a prediction model, but the pseudo-labels cannot be certainly precise. In this paper, we propose an ensemble classifier composed of diverse convolutional neural networks (CNNs) of GoogLeNet, ResNet and DenseNet for the repayment prediction in social lending with the pseudo-labels approximated by an uncertainty handling scheme. The additional data labeled by Dempster-Shafer fusion of two semi-supervised learning methods boost up training of various models of CNNs, which are combined by weighted voting. A diversity measure is applied to constructing a pool of different models of CNNs that extract the effective features in the social lending data with labeling noise and predict the borrower's loan status. The experiment with the real dataset of 855,502 cases from Lending Club confirms that the diverse ensemble combined with weighted voting achieves the highest performance and outperforms conventional methods.


Assuntos
Redes Neurais de Computação , Grupo Associado , Aprendizado de Máquina Supervisionado
4.
BMC Med Educ ; 22(1): 681, 2022 Sep 16.
Artigo em Inglês | MEDLINE | ID: mdl-36114526

RESUMO

BACKGROUND: Peer-assisted learning represents a favoured method of teaching in universities. The COVID-19 pandemic has necessitated transferring medical education to digital formats, and subsequently, the question has arisen of whether online tutorials might be effective. This study, thus, investigated the efficacy of online tutorials in a communication course by assessing the interaction, verbal communication, and nonverbal communication of tutors and students. METHODS: Second-year medical students were invited to participate in this longitudinal quantitative study. Validated and self-developed questionnaires (e.g., Jefferson Empathy Scale) including 39 questions (rated on a 7- or 5-point Likert scale) were used to assess the different variables including interaction, verbal and nonverbal communication and students' learning success. RESULTS: Out of 165 medical students, 128 took part in the study. The students as well as tutors reported that they found each other likeable (Mstudents = 4.60±0.71; Mtutors = 4.38±0.53; p > .05). Learning success increased throughout the communication course (Cohen's d = 0.36-0.74). The nonverbal and verbal communication in the simulated patient (SP) encounter was also rated as high by all three groups (Mnonverbal = 3.90±0.83; Mverbal = 4.88±0.35). CONCLUSIONS: Interaction as well as nonverbal and verbal communication occurred in the online format, indicating that online tutorials can be effective. The implementation of SPs increases the efficiency of synchronous online learning as it enhances the simulation of a real patient-physician encounter. Thus, online tutorials are a valuable amendment to medical education.


Assuntos
COVID-19 , Educação Médica , Estudantes de Medicina , COVID-19/epidemiologia , Educação Médica/métodos , Humanos , Pandemias , Grupo Associado
5.
PLoS One ; 17(9): e0273744, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36054132

RESUMO

INTRODUCTION: Peer workers (those with lived/living experience of substance use) are at the forefront of overdose response initiatives in British Columbia, Canada. The onset of the coronavirus disease pandemic has significantly compounded the impact of the overdose crisis. Peer workers are integral in supporting people who use substances. However, despite the important work they do, peer workers often lack formalized credibility and do not have the same resources available to them as service providers without lived experience. The peer-led project titled the Peer2Peer Project implemented several support programs for peer workers, including providing pulse oximeters to peer workers to supplement their overdose response procedures. MATERIALS AND METHODS: This study was a component of a larger evaluation of the pulse oximeter program at two organizations in BC. The study aims to highlight the competencies of peer workers who use pulse oximeters. Telephone interviews were conducted with seven peer workers who were given pulse oximeters. The transcripts were thematically coded using Covert et al.'s framework of core competencies of community health workers to compare our sample with other widely recognized professions. FINDINGS: We found that peer workers who used pulse oximeters described several core competencies in their work and these were aligned with Covert et al.'s core competencies for community health workers, including assessment, community health practice, communication, diversity and inclusion, professional practice, and disease prevention and management. CONCLUSION: By aligning peer workers' skills to those of community health workers, we create awareness on the competencies of peer workers in using oximeters to supplement overdose response and advocate for them to receive more recognition and respect within the workplace. Further, our findings act as groundwork for future research in identifying the professional proficiencies of peer workers.


Assuntos
Overdose de Drogas , Oximetria , Colúmbia Britânica , Humanos , Oxigênio , Grupo Associado
6.
BMC Psychiatry ; 22(1): 604, 2022 Sep 10.
Artigo em Inglês | MEDLINE | ID: mdl-36088330

RESUMO

BACKGROUND: Peer support is increasingly acknowledged as an integral part of mental health services around the world. However, most research on peer support comes from high-income countries, with little attention to similarities and differences between different settings and how these affect implementation. Mental health workers have an important role to play in integrating formal peer support into statutory services, and their attitudes toward peer support can represent either a barrier to or facilitator of successful implementation. Thus, this study investigates mental health workers' attitudes toward peer support across a range of high- (Germany, Israel), middle- (India), and low-income country (Tanzania, Uganda) settings. METHODS: Six focus groups were conducted in Ulm and Hamburg (Germany), Butabika (Uganda), Dar es Salaam (Tanzania), Be'er Sheva (Israel), and Ahmedabad, Gujarat (India) with a total of 35 participants. Transcripts were analyzed using thematic content analysis. RESULTS: Participants across the study sites demonstrated overall positive attitudes towards peer support in mental health care, although some concerns were raised on potentially harmful effects of peer support such as negative role modelling and giving inadequate advice to service users. Notably, mental health workers from low- and middle-income countries described peer support workers as bridge-builders and emphasized the mutual benefits of peer support. Mental health workers' views on peer support workers' roles and role boundaries differed between sites. In some settings, mental health workers strongly agreed on the need for role clarity, whereas in others, mental health workers expressed mixed views, with some preferring blurred role boundaries. Regarding collaboration, mental health workers described peer support workers as supporters and utilizers, equal partners or emphasized a need for trust and commitment. CONCLUSIONS: Mental health workers' attitudes toward peer support workers were positive overall, but they also varied depending on local context, resources and previous experiences with peer support. This affected their conceptions of peer support workers' roles, role clarity, and collaboration. This study demonstrated that reconciling the need for local adaptations and safeguarding the core values of peer support is necessary and possible, especially when the implementation of recovery-oriented interventions such as peer support is accelerating worldwide.


Assuntos
Transtornos Mentais , Saúde Mental , Grupos Focais , Humanos , Transtornos Mentais/psicologia , Transtornos Mentais/terapia , Grupo Associado , Tanzânia
7.
Artigo em Inglês | MEDLINE | ID: mdl-36078604

RESUMO

Some experiences demonstrate a direct correlation between attention capacity and reaction capacity. However, the evidence from adolescents enrolled in the Chilean school system is scarce. The purpose of this study was to determine the relationship between attention capacity and hand-eye reaction time (RT) in adolescents between 15 and 18 years of age. Thirty-one adolescents participated voluntarily in this study. The variables were: attention capacity, evaluated through the Evalúa-10 battery (item 1.1), and hand-eye RT, assessed through a simple RT test (SRT) and complex RT (CRT). The relationship between the variables was performed through Pearson's correlation. Comparisons between males and females were performed with the t-test for independent samples (p ˂ 0.05). There was a moderate correlation between attention and CRT (r = -0.43), a very high correlation between attention and SRT in males (r = -0.73), and between attention and CRT in females (r = -0.73). Between males and females, there was no difference in attention (p ˃ 0.05), while males showed better RT in all tests (p ˂ 0.05). Attention positively influences hand-eye RT in both males and females. Likewise, male adolescents present better hand-eye RT than their female peers.


Assuntos
Atenção , Mãos , Adolescente , Chile , Feminino , Humanos , Masculino , Grupo Associado , Tempo de Reação
8.
Artigo em Inglês | MEDLINE | ID: mdl-36078687

RESUMO

Social media addiction has become one of the typical problem behaviors during adolescence. The present study examined the mediation of social anxiety between peer victimization and adolescent mobile social addiction and tested whether gender could moderate the direct and indirect effects of peer victimization. 649 adolescents between 12 and 19 years of age (Mage = 14.80, SDage = 1.82) completed the anonymous survey. The results found that social anxiety was a mediator linking peer victimization to mobile social addiction. Gender could moderate the direct and indirect effects of peer victimization, and these two effects were stronger in girls than in boys. The results highlight the role of social anxiety in explaining how peer victimization was associated with adolescent mobile phone addiction and the role of gender in explaining when or for whom the direct and indirect associations between peer victimization and adolescent mobile social addiction were more potent. The findings would contribute to the intervention of mobile social addiction.


Assuntos
Bullying , Vítimas de Crime , Adolescente , Ansiedade/epidemiologia , Feminino , Humanos , Lactente , Masculino , Grupo Associado , Fatores Sexuais
9.
Artigo em Inglês | MEDLINE | ID: mdl-36078775

RESUMO

Recently, there has been an increase in feelings of loneliness and mental health conditions among adolescents. Within this population, parenting teens are at an increased risk for these conditions. Outdoor experiences are shown to be an antidote to loneliness and a way to promote social connectedness by amplifying the processes for supporting social relationships. In 2020-2021, we piloted the 8-week Meeting in Nature Together program (MINT) at a charter school for pregnant and parenting teenagers in Colorado, USA. MINT aimed to promote relatedness and nature connection for students ages 14 to 19. MINT included online and in-person group meetings with educational content, creative activities, discussion, park excursions, mindfulness activities, journaling, and nature photography. Here, we ask, can a school-level nature-based social intervention reduce loneliness among pregnant and parenting teens by promoting and sustaining social connections? How acceptable is MINT to participants? Methods included audiovisual recording transcriptions, surveys, and observation field notes. Results suggest that MINT fostered social connections through a tailored nature-based intervention delivered to a typically isolated community in culturally sensitive, developmentally appropriate ways. MINT proved feasible and effective as participants reported high levels of satisfaction and interest in continuing to engage in activities promoted in MINT.


Assuntos
Solidão , Mentha , Adolescente , Adulto , Estudos de Viabilidade , Feminino , Humanos , Poder Familiar , Grupo Associado , Gravidez , Adulto Jovem
10.
Sultan Qaboos Univ Med J ; 22(3): 376-381, 2022 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-36072069

RESUMO

Objectives: Thalassaemia major (TM) is one of the most common chronic genetic disorders in today's world. The psychological impacts of this disease can affect patients' hope. Considering the positive role and importance of suitable educational methods, this study aimed to determine the effect of peer education on the hope of patients with TM. Methods: This quasi-experimental single-group study included patients with TM undergoing treatment at the Imam Khomeini Hospital, Zabol, Iran, between March and July 2020. A continuous sampling method was used and data collection tools included a demographic questionnaire and Snyder's Hope Scale. Patients were educated in groups by eligible peers in two sessions for 60 minutes per session. Hope was measured before (pre-test) and one month after (post-test) the educational sessions. Descriptive statistics and a paired sample student t-test were used. Results: A total of 50 participants were included in this study. The mean age of the participants was 24.5 ± 4.24 years. At the pre-test, the mean total hope score was 26.72 ± 5.82; this increased to 28.21 ± 5.11 at the post-test (P = 0.028). The mean hope score of patients in the pathway thinking dimension significantly increased after peer education (P = 0.01). Despite an increase in the score of the agency thinking dimension, this was not statistically significant (P = 0.297). Conclusion: The findings of this study indicate that peer education can improve hope in patients with TM. Considering that this educational method is easy, cheap and experienced-based, it can be used in combination with other healthcare measures to improve TM patients' hope.


Assuntos
Talassemia beta , Adulto , Humanos , Irã (Geográfico) , Grupo Associado , Inquéritos e Questionários , Adulto Jovem
11.
Biomed Res Int ; 2022: 6308929, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36051482

RESUMO

Introduction: One of the most challenging issues in public health is preventing aggression and violent behavior, generally in the adolescent population. Intervention studies in this field, especially in Iran, were few. Moreover, their findings are controversial. Therefore, this study was conducted to investigate the effect of educational intervention based on the theory of planned behavior (TPB) on reducing aggression among male students. Method: This study used a randomized controlled trial design. The sample comprised 98 middle school students aged between 13 and 16 years (14.28 ± 0.7). Educational intervention for the experimental group consisted of five sessions of 45-60 minutes. Data were collected using two self-administered questionnaires to measure aggression and constructs of TPB. Data were analyzed using paired t-test, independent t-test, and chi-square test at a significance level of 0.05. Results: After the intervention, the experimental group showed a significant increase in all TPB constructs except the subjective norms, compared to the control group (p < 0.001). After two months of intervention, the mean score of the aggression behaviors in students in the experimental group showed a remarkable improvement in the experimental group, while the control group showed no significant difference. Conclusion: The findings of this study showed that the theory-based educational intervention was effective on the improvement of aggressive behavior. To achieve a significant change in perceived mental norms, more training sessions are recommended, and emphasis is placed on educating parents, peers, and school staff.


Assuntos
Instituições Acadêmicas , Estudantes , Adolescente , Agressão , Humanos , Masculino , Grupo Associado , Inquéritos e Questionários
12.
Curr Pharm Teach Learn ; 14(8): 998-1003, 2022 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-36055709

RESUMO

INTRODUCTION: Various reports have been published regarding adoption of team-based learning (TBL) in pharmacy education. However, there is insufficient published evidence on the effect of student characteristics on student learning outcomes in a TBL curriculum. The purpose of this research was to evaluate the effects of pre-study examination results and peer evaluation ratings on learning outcomes. METHODS: The TBL strategy was adopted for a basic chemistry exercise for first-year students at a private pharmacy school in Japan (2012-2019). For the analysis, students were divided into four analytical groups according to quartiles of pre-study examination results. The students were further divided into the high-peer evaluation rating group and low-peer evaluation rating group. We compared the final exam performance results between these groups. RESULTS: In all four groups by quartiles of pre-study examination results, the course final exam performance was higher for the high-peer evaluation rating students than for the low-peer evaluation rating students. CONCLUSIONS: Within the TBL framework, students with higher peer evaluation scores performed better on the final exam, regardless of the pre-study examination results.


Assuntos
Educação em Farmácia , Avaliação Educacional , Currículo , Educação em Farmácia/métodos , Avaliação Educacional/métodos , Humanos , Aprendizagem , Grupo Associado
13.
Int J Med Educ ; 13: 221-229, 2022 Aug 31.
Artigo em Inglês | MEDLINE | ID: mdl-36049218

RESUMO

Objectives: This qualitative study aims to explore how fourth-year medical students on the surgery course perceived a clinical anatomy workshop organised by near-peer student teachers in partnership with faculty. Methods: Forty-seven medical students participated in a workshop on clinical anatomy in the dissection laboratory. A voluntary response sampling method was used. The students' perceptions of the workshop were explored through a thematic content analysis of transcribed, semi-structured group interviews and written comments. Results: A majority of the students had not revisited the dissection laboratory since their second year, and all students described the workshop as a unique opportunity to vertically integrate anatomical knowledge. Four main themes were identified as most valuable for the students' learning experience, namely that the workshop 1) was taught by knowledgeable and friendly near-peer tutors (NPTs), 2) consisted of highly relevant anatomical content, 3) offered a hands-on experience of cadavers in the dissection laboratory, and 4) was taught in a focused session in the middle of the surgery course. Conclusions:  This study shows how hands-on workshops in clinical anatomy, developed in student-staff partnerships and taught by NPTs, can enable senior medical students to recall and vertically integrate anatomical knowledge during surgical clerkships. The results have implications for curriculum design, giving voice to senior students' wishes for spaced repetition and vertical integration of pre-clinical anatomy knowledge during their clinical training. Moreover, this study may inspire other students and faculty to develop similar near-peer teaching activities through student-staff partnerships.


Assuntos
Anatomia , Educação de Graduação em Medicina , Estudantes de Medicina , Anatomia/educação , Currículo , Dissecação/educação , Educação de Graduação em Medicina/métodos , Humanos , Grupo Associado , Ensino
14.
Can Fam Physician ; 68(9): 633, 2022 09.
Artigo em Francês | MEDLINE | ID: mdl-36100375
15.
Can Fam Physician ; 68(9): 632, 2022 09.
Artigo em Inglês | MEDLINE | ID: mdl-36100392
16.
Arch Psychiatr Nurs ; 40: 25-31, 2022 10.
Artigo em Inglês | MEDLINE | ID: mdl-36064242

RESUMO

This study explored the relationship between problematic smartphone use and depressive symptoms, peer relationships, and functional somatic symptoms with a representative sample of Korean male and female adolescents using serial multiple mediation models. The results identified the mediating effect of depressive symptoms and peer relationships for males in the association between problematic smartphone use and FSS. The serial mediating effect of the two mediators was also verified in the model for males. However, in the model for females, only depressive symptoms mediated the relationship between problematic smartphone use and FSS. The findings suggest that parents and professionals should assess adolescents with problematic smartphone use for the risk of FSS when depressive symptoms develop. Schools should also provide programs to build positive peer relationships to reduce FSS.


Assuntos
Sintomas Inexplicáveis , Smartphone , Adolescente , Depressão , Feminino , Humanos , Masculino , Grupo Associado , Instituições Acadêmicas
17.
MedEdPORTAL ; 18: 11273, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36118916

RESUMO

Introduction: The majority of medical schools utilize peer physical examination (PPE) as a teaching tool. In recent years, trauma-informed care (TIC) has been applied as a framework for physical examination to prevent patient retraumatization. Although medical students experience rates of trauma comparable to those of the general population, trauma-informed principles have not been integrated into PPE curricula. Methods: We created a novel trauma-informed PPE (TIPPE) curriculum grounded in core principles of TIC for first-year medical students. Perceptions of safety, trust, and autonomy in PPE practice were compared between the 152 students participating in the TIPPE curriculum and a control group from the prior year. Results: Twenty-nine percent of the 42 first-year medical student respondents in our sample endorsed a prior diagnosis with a mental health condition, and 33% endorsed a trauma history. Approximately 5% of student respondents (n = 5) in the interventional and control groups reported that PPE triggered recall of a prior traumatic event. Following participation in the TIPPE curriculum, familiarity with TIC principles rose significantly, although overall rating of the experience did not change. Thematic analysis of qualitative data highlighted students' desire for earlier and increased inclusion of TIC principles in the curriculum. Discussion: Our results demonstrate the necessity of adapting the standard PPE model in medical education in response to the real risk of student retraumatization. In sharing our curriculum, associated resources, and student-derived suggestions for further improvement, we provide a blueprint for other institutions seeking to train trauma-informed clinicians.


Assuntos
Exame Físico , Estudantes de Medicina , Currículo , Humanos , Grupo Associado , Exame Físico/métodos , Faculdades de Medicina , Estudantes de Medicina/psicologia
18.
GMS J Med Educ ; 39(3): Doc35, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36119149

RESUMO

Objectives: Despite the high proportion of female medical students, the leading positions in almost all medical departments are still considerably less often held by female clinicians than by male. The aim of this project report is to introduce a career mentoring curriculum for female clinician scientists at Ruhr-University of Bochum in Germany. Methods: The career mentoring program was developed for young female clinician scientists who aim for a leading position in academic medicine. We describe and discuss herein its planning and implementation over two years (11/2020-11/2022) focusing on the needs of the target group. Results: The mentoring program is based on an agile twin-track strategy. It includes peer mentoring, content-related input and interdisciplinary three-to-one mentoring by the coordinators. Additionally, the mentees develop and conduct a scientific project to practice their acquired skills in a protected environment. The quality assurance system of the mentoring program includes a continuous evaluation of the mentees' satisfaction with the content and organisation of the program, whose results serve as the basis of the prompt adjustment of the latter. It also includes an evaluation of the sustainable impact of the program on the mentees' career development based on an adapted role matrix. The role matrix addresses the mentees to acquire the competencies required for them to become a successful clinician, scientist and academic teacher. Conclusions: A 2-year innovative and unique career mentoring program for female clinician scientists was developed and already successfully launched. Making use of different mentoring strategies, the program has the potential to promote gender equality and encourage female physicians to pursue a career in academic medicine.


Assuntos
Tutoria , Médicos , Currículo , Feminino , Humanos , Masculino , Mentores , Grupo Associado
19.
J Trauma Nurs ; 29(5): 227, 2022.
Artigo em Inglês | MEDLINE | ID: mdl-36095266
20.
Nurse Educ Today ; 118: 105499, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-35961134

RESUMO

BACKGROUND: The reform in health professions education requires the focus to shift from fact memorization to exploring, analyzing, assimilating, and synthesizing information to promote active and collaborative learning. Peer teaching is one of the educational strategies. AIMS: This review aimed to explore and synthesize quantitative evidence to determine the overall effect of peer teaching in enhancing students' theoretical knowledge and practical skills (e.g., procedural skills and resuscitation) in health professions education. METHODS: PubMed, ScienceDirect, CINAHL, ERIC, ProQuest, reference lists of relevant studies, and reviews were searched till November 2021. Results were pooled using random-effects meta-analysis or narrative synthesis. RESULTS: A total of 44 RCTs were included. This review showed a significant effect of peer teaching on procedural skills improvement and a comparable effect on theoretical knowledge and resuscitation skills acquisition compared to the conventional teaching method. Near-peer teaching seemed to be the most effective method for skill improvement. Subgroup analysis showed no significant differences between peer teaching and conventional teaching groups (e.g., expert/faculty teaching, self-study or lectures). CONCLUSIONS: Peer teaching seems to be a promising teaching and learning strategy in health professions education, positively affecting theoretical knowledge and procedural skills. Future research should explore the effect of peer teaching in developing countries to provide a comprehensive picture of peer teaching.


Assuntos
Docentes , Aprendizagem , Ocupações em Saúde/educação , Humanos , Grupo Associado , Ensino
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