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Accepted for/Published in: JMIR Medical Education

Date Submitted: Mar 9, 2022
Open Peer Review Period: Mar 9, 2022 - May 4, 2022
Date Accepted: May 9, 2022
(closed for review but you can still tweet)

The final, peer-reviewed published version of this preprint can be found here:

Evaluation of Online Near-Peer Teaching for Penultimate-Year Objective Structured Clinical Examinations in the COVID-19 Era: Longitudinal Study

Shah S

Evaluation of Online Near-Peer Teaching for Penultimate-Year Objective Structured Clinical Examinations in the COVID-19 Era: Longitudinal Study

JMIR Med Educ 2022;8(2):e37872

DOI: 10.2196/37872

PMID: 35617013

PMCID: 9185334

Evaluation of Online Near-peer Teaching for Penultimate-Year Objective Structured Clinical Examinations in the COVID-19 Era: A Longitudinal Study

  • Savan Shah

ABSTRACT

Background:

The benefits of near-peer teaching are well-established in several aspects of undergraduate medical education including preparing students for Objective Structured Clinical Examination (OSCE). The COVID-19 pandemic resulted in paradigm shift to predominantly online teaching.

Objective:

Thus, the present study aims to deliver and evaluate a weekly near-peer online OSCE teaching programme for fourth year students taught by final year students at Manchester Medical School.

Methods:

Programme development involved compiling of a list of salient topics and seeking senior faculty approval. Teachers and students were recruited on Facebook. 22 sessions and 42 talks were attended by 72 students over a 3-month period. Data collection involved anonymous weekly questionnaire’s and two separate anonymous student and teacher post-course questionnaires including both quantitative and qualitative data.

Results:

On a scale of 1-10, students rated the quality of the programme highly (M = 9.30, SD = 1.15) and felt the sessions were highly useful in guiding their revision (M = 8.95, SD = 0.94). This saw a significant increase in perceived confidence ratings post-delivery of the programme (P <.00001). Teachers felt the programme helped them better understand and retain (M = 9.36, SD = 0.81) the subject material taught and develop skills to become an effective clinical teacher (M = 9.27, SD = 0.79).

Conclusions:

This is the first study demonstrating the efficacy of a near-peer OSCE teaching programme delivered exclusively online. This provides an exemplar framework of how similar programmes should be encouraged given their logistical viability and efficacy in supplementing the undergraduate curriculum.


 Citation

Please cite as:

Shah S

Evaluation of Online Near-Peer Teaching for Penultimate-Year Objective Structured Clinical Examinations in the COVID-19 Era: Longitudinal Study

JMIR Med Educ 2022;8(2):e37872

DOI: 10.2196/37872

PMID: 35617013

PMCID: 9185334

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© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.

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