近同伴训练:单次训练对学生欧安组织表现的影响。

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Medical Education and Practice Pub Date : 2025-08-22 eCollection Date: 2025-01-01 DOI:10.2147/AMEP.S535389
Andre S Alves, Victor Taramarcaz, Bernard Cerutti, Stephane Genevay, Eduardo Schiffer, Noelle Junod Perron
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引用次数: 0

摘要

目的:在本科医学教育中,越来越多地使用近同伴训练(NPT)来教授临床和程序技能。不扩散核武器计划对临床实践的影响通常通过评估训练技能的欧安组织站来衡量。很少有人知道一次NPT会议对学生在欧安组织中的表现的影响。本研究旨在评估单一临床技能NPT课程对学生在总结性OSCE中整体客观表现的影响。患者和方法:这项前瞻性研究评估了两小时NPT会议的影响,重点是三个系统相关的临床情况对整体临床表现的影响。三年级医学生(大三)在四年级、六年级学生导师的指导下练习这些特殊的临床技能,学生轮流担任临床医生、观察员或病人。欧安组织第三年总结性得分(0-100)作为客观表现的指标。结果:在2022年和2023年,325名初中生中有210人接受了NPT,并招募了50名导师进行指导。NPT参与者在总结性OSCE中的表现显著优于非参与者,总体评估的平均得分更高(80.01±7.64比74.58±6.71)。结论:单次NPT课程提高了初中生的总体表现,但与总结性OSCE训练的临床情况无关。更多的研究是必要的,以了解真正促进学生学习的是什么,因为NPT似乎是有效的,独立于临床技能的专门培训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Near-Peer Training: Impact of a Single Session on Students' OSCE Performance.

Near-Peer Training: Impact of a Single Session on Students' OSCE Performance.

Purpose: Near-Peer Training (NPT) is increasingly used to teach clinical and procedural skills during undergraduate medical education. The impact of NPT programs on clinical practice is usually measured through OSCE stations that assess the trained skills. Little is known about the impact of a single NPT session on students' performance in OSCEs. This study aims to assess the impact of a single clinical skill NPT session on students' overall objective performance at a summative OSCE.

Patients and methods: This prospective study evaluated the impact of a two-hour NPT session focused on three system-related clinical situations on overall clinical performance. Third-year medical students (junior) practiced these specific clinical skills under the supervision of fourth-sixth year student tutors with students rotating roles as clinician, observer, or patient. Scores (0-100) at the 3rd year summative OSCE served as indicators of objective performance.

Results: In 2022 and 2023, 210 out of 325 junior students underwent the NPT, with 50 tutors recruited for instruction. NPT participants significantly outperformed non-participants in the summative OSCE, with higher mean scores in global assessment (80.01± 7.64 vs 74.58± 6.71, p<0.0001), communication (83.39± 8.99 vs 79.70±10.10, p=0.0011), medical history taking (77.31± 8.93 vs 73.28±9.59, p=0.0006), and physical examination (73.52±10.66 vs 68.30±10.37, p<0.0001). However, there was no evidence of specific performance improvement in OSCE stations related to the trained system related clinical situations (effect of -0.0119±0.0598 on the normalized scores; p=0.8428).

Conclusion: A single NPT session improved junior students' general performance but not scores related to the trained clinical situations at a summative OSCE. More research is warranted to understand what really boosts student learning since NPT seems to be effective, independently of the clinical skills specifically trained.

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来源期刊
Advances in Medical Education and Practice
Advances in Medical Education and Practice EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.10
自引率
10.00%
发文量
189
审稿时长
16 weeks
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