Learn-teach-learn: Evaluating a South African near-peer teaching programme

IF 0.4 Q4 HEALTH CARE SCIENCES & SERVICES
R. Spies, H. Lee, I. Esack, R. Hollamby, C. Viljoen
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引用次数: 0

Abstract

Background. Near-peer teaching (NPT) programmes may benefit both student learners (SLs) and near-peer tutors (NTs). However, data evaluating NPT programmes in developing countries such as South Africa are lacking. Objectives. To evaluate the efficacy of an NPT programme in improving the knowledge and confidence of SLs and NTs, and to evaluate student perceptions of the NPT programme. Methods. An NPT programme in which clinical year students provided tutorials to pre-clinical year students was developed. Participants completed a knowledge-assessing multiple-choice questionnaire (MCQ) and a confidence-assessing questionnaire at commencement and conclusion of the programme. Participants also completed an evaluation at the end of the programme. Results. For 38 SLs, the median MCQ score improved from 58.9% at baseline to 78.6% at completion of the programme (p<0.001; d=1.3). The mean overall confidence score improved from 2.6/5 at baseline to 3.6/5 at completion (p<0.001; d=1.3). All SLs agreed that the NPT programme was a useful addition to the standard curriculum and that they would recommend the programme to other students at developmental level. The effect of the NPT programme was less pronounced for the 16 NTs, with median MCQ scores of 87.5% and 89.3% at baseline and completion of the programme, respectively (p=0.179; d=0.4). The mean overall confidence score improved from 3.8/5 at baseline to 4.2/5 at completion (p=0.004; d=1). Ninety-four percent of NTs agreed that their role as NTs reinforced their existing knowledge. Conclusion. NPT programmes may improve the knowledge and confidence of SLs, while consolidating the knowledge of NTs. The NTP programme was well received by medical students. In resource-limited settings, the effectiveness and acceptability of NPT make it an attractive adjunct to traditional teaching.
Learn Teache Learn:评估南非的近同伴教学计划
背景近同伴教学(NPT)计划可能使学生学习者和近同伴导师都受益。然而,缺乏评估《不扩散条约》在南非等发展中国家的方案的数据。目标。评估《不扩散条约》方案在提高SL和NT的知识和信心方面的效力,并评估学生对《不扩散核武器条约》方案的看法。方法。制定了一项《不扩散条约》方案,在该方案中,临床年级的学生向临床前年级的学生提供辅导。参与者在课程开始和结束时完成了知识评估多项选择问卷(MCQ)和信心评估问卷。参与者还在方案结束时完成了一项评估。后果对于38个SL,MCQ中位得分从基线时的58.9%提高到课程完成时的78.6%(p<0.001;d=1.3)。平均总体信心得分从基线的2.6/5提高到课程结束时的3.6/5(p<001;d=13000)。所有SL都同意NPT课程是标准课程的一个有用补充,他们会向其他处于发展水平的学生推荐该课程。《不扩散条约》计划对16个NT的影响不那么明显,在基线和计划完成时,MCQ得分中值分别为87.5%和89.3%(p=0.179;d=0.4)。平均总体置信度得分从基线时的3.8/5提高到完成时的4.2/5(p=0.004;d=1)。94%的NT同意他们作为NT的角色强化了他们现有的知识。结论《不扩散条约》方案可以提高SL的知识和信心,同时巩固NT的知识。NTP计划受到医学生的好评。在资源有限的环境中,《不扩散条约》的有效性和可接受性使其成为传统教学的一个有吸引力的辅助手段。
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来源期刊
African Journal of Health Professions Education
African Journal of Health Professions Education HEALTH CARE SCIENCES & SERVICES-
自引率
0.00%
发文量
18
审稿时长
24 weeks
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