Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study
Introduction: Third-year medical students traditionally receive their didactic or small group teaching sessions from clinical faculty during clerkship rotations. Near-peer teaching is increasingly recognized as an acceptable method for teaching, however most near-peer teaching takes place during the...
Main Authors: | , , , , , |
---|---|
Format: | Article |
Language: | English |
Published: |
SAGE Publishing
2021-05-01
|
Series: | Journal of Medical Education and Curricular Development |
Online Access: | https://doi.org/10.1177/23821205211020762 |
id |
doaj-e347939790404541a69c98ef22afdeea |
---|---|
record_format |
Article |
spelling |
doaj-e347939790404541a69c98ef22afdeea2021-05-31T21:34:23ZengSAGE PublishingJournal of Medical Education and Curricular Development2382-12052021-05-01810.1177/23821205211020762Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority StudySyed E Ahmad0Gino A Farina1Alice Fornari2Ruth Ellen Pearlman3Karen Friedman4Doreen M Olvet5Departments of Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USADepartments of Emergency Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USADepartments of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USADepartments of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USADepartments of Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USADepartments of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USAIntroduction: Third-year medical students traditionally receive their didactic or small group teaching sessions from clinical faculty during clerkship rotations. Near-peer teaching is increasingly recognized as an acceptable method for teaching, however most near-peer teaching takes place during the pre-clinical curriculum. We sought to determine if fourth year medical students were noninferior to faculty in facilitating small group discussions during clerkship rotations. Methods: Seventy-five third-year medical students participated in a small group session focused on rheumatologic diseases during their internal medicine clerkship rotation. Students were taught by fourth-year medical students who self-selected to participate as near-peer teachers at 1 clinical site (near-peers, N = 36) and by clinical faculty at another site (N = 39). At the end of the session, third-year medical students completed a survey evaluating teacher performance and effectiveness. Results: There was no significant difference between the 2 groups on each of the 17 survey items assessing teacher performance, the total teaching performance score, and the teaching effectiveness rating (all P -values >.05). A mean between-group difference of 2% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the total teaching performance score. An absolute difference of 14% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the teaching effectiveness score. Near-peer teachers reported several benefits, including improving their own medical knowledge and skills as a future educator. Discussion: Our data supports the noninferiority of the perceived performance and effectiveness of near-peer teachers compared to faculty teachers in the clerkship setting. Adding near-peer teachers to the clerkship setting is feasible and can be beneficial to all stakeholders.https://doi.org/10.1177/23821205211020762 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Syed E Ahmad Gino A Farina Alice Fornari Ruth Ellen Pearlman Karen Friedman Doreen M Olvet |
spellingShingle |
Syed E Ahmad Gino A Farina Alice Fornari Ruth Ellen Pearlman Karen Friedman Doreen M Olvet Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study Journal of Medical Education and Curricular Development |
author_facet |
Syed E Ahmad Gino A Farina Alice Fornari Ruth Ellen Pearlman Karen Friedman Doreen M Olvet |
author_sort |
Syed E Ahmad |
title |
Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study |
title_short |
Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study |
title_full |
Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study |
title_fullStr |
Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study |
title_full_unstemmed |
Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study |
title_sort |
student perception of case-based teaching by near-peers and faculty during the internal medicine clerkship: a noninferiority study |
publisher |
SAGE Publishing |
series |
Journal of Medical Education and Curricular Development |
issn |
2382-1205 |
publishDate |
2021-05-01 |
description |
Introduction: Third-year medical students traditionally receive their didactic or small group teaching sessions from clinical faculty during clerkship rotations. Near-peer teaching is increasingly recognized as an acceptable method for teaching, however most near-peer teaching takes place during the pre-clinical curriculum. We sought to determine if fourth year medical students were noninferior to faculty in facilitating small group discussions during clerkship rotations. Methods: Seventy-five third-year medical students participated in a small group session focused on rheumatologic diseases during their internal medicine clerkship rotation. Students were taught by fourth-year medical students who self-selected to participate as near-peer teachers at 1 clinical site (near-peers, N = 36) and by clinical faculty at another site (N = 39). At the end of the session, third-year medical students completed a survey evaluating teacher performance and effectiveness. Results: There was no significant difference between the 2 groups on each of the 17 survey items assessing teacher performance, the total teaching performance score, and the teaching effectiveness rating (all P -values >.05). A mean between-group difference of 2% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the total teaching performance score. An absolute difference of 14% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the teaching effectiveness score. Near-peer teachers reported several benefits, including improving their own medical knowledge and skills as a future educator. Discussion: Our data supports the noninferiority of the perceived performance and effectiveness of near-peer teachers compared to faculty teachers in the clerkship setting. Adding near-peer teachers to the clerkship setting is feasible and can be beneficial to all stakeholders. |
url |
https://doi.org/10.1177/23821205211020762 |
work_keys_str_mv |
AT syedeahmad studentperceptionofcasebasedteachingbynearpeersandfacultyduringtheinternalmedicineclerkshipanoninferioritystudy AT ginoafarina studentperceptionofcasebasedteachingbynearpeersandfacultyduringtheinternalmedicineclerkshipanoninferioritystudy AT alicefornari studentperceptionofcasebasedteachingbynearpeersandfacultyduringtheinternalmedicineclerkshipanoninferioritystudy AT ruthellenpearlman studentperceptionofcasebasedteachingbynearpeersandfacultyduringtheinternalmedicineclerkshipanoninferioritystudy AT karenfriedman studentperceptionofcasebasedteachingbynearpeersandfacultyduringtheinternalmedicineclerkshipanoninferioritystudy AT doreenmolvet studentperceptionofcasebasedteachingbynearpeersandfacultyduringtheinternalmedicineclerkshipanoninferioritystudy |
_version_ |
1721418780959047680 |