being student medical educators (oslo 2013)
DESCRIPTION
We were invited to the University of Oslo to present our experiences and help them to integrate peer-led education into the formal curriculum.TRANSCRIPT
Reflections on Student-led
Medical Education Patrik Bachtiger
Sindhu B Naidu
Tanmay Kanitkar
Owain Donnelly
Vruti Dattani
It wouldn’t be a talk on Education without some objectives…
At the end of this lecture, you will:
• Understand the concept of student-led teaching
• Outline how to set up and teach a workshop, lecture or OSCE
• List some reasons why YOU should get involved
• Our experiences
• BREAK (we’ve been told there might be food?!)
• Quick demonstration
Where have we come from?
• UCL Medical School • Founded 1834 • Campus in Central London’s
Bloomsbury • 6-year course, 330 students
per year • Continually developing
curriculum
What is student-led Medical Education?
•Medical students sharing knowledge and skills amongst themselves.
•Usually restricted to social groups or passed down from seniors
• Rarely beyond the scale of small groups
UCLU Medical Society
PRESIDENT
Vice President
Section Chairs
and Sub-Committees
Vice President Academics
Research Chair of
Education
SECRETARY TREASURER
Enterprise and Critical care & Anaesthetics Debating Global Medicine General Medicine Medical Leadership & Management
O&G Oncology Orthopaedics Paediatrics Psychiatry Radiology Research SportsMedicine Neurology Innovation
Cooperation not competition
• Student-led teaching not suitable for running an entire curriculum
• Works best alongside formal teaching, with support from senior staff
The blind leading the blind? Evidence for peer-led teaching
Article Country Some keys points
A systematic review of peer teaching and learning in clinical education - Secomb, 2008
Australia and 4 other countries
• Students have many benefits from teaching and learning, such as cognitive improvement
Peer-led training and assessment in basic life support for healthcare students: synthesis of literature review and fifteen years practical experience. - Harvey et al., 2012
Birmingham, UK
• Students enjoy peer teaching and think that their peers are good teachers • 99% of students prefer peers to clinicians • Student teachers develop useful and transferable skills
A peer-led supplemental tutorial project for medical physiology: implementation in a large class - Kibble, 2009
St George’s, West Indies
• Students’ knowledge improve after peer tutoring • 100% of peer tutors would recommend this experience to their colleagues
Understanding the experience of being taught by peers: the value of social and cognitive congruence. - Lockspeiser et al., 2008.
USA • Students have more “cognitive congruence”: they can tailor their explanations better • Students are more approachable teachers
Student teachers can be as good as associate professors in teaching clinical skills. - Tolsgaard et al., 2007
Denmark • A RCT comparing students and associate professors found that students teaching skills were comparable to or exceeding that of the professors
Evaluation of the peer teaching program at the University children´s hospital Essen – a single center experience. - Büscher et al., 2013.
Germany • Student tutors performed better at exams • Students need only a small amount of training to be as good as learned doctors in teaching
Peer teaching in medical education: twelve reasons to move from theory to practice. - Cate & Durning, 2007.
Netherlands, USA
• There are many good reasons, and a lot of evidence from literature and from practice, to incorporate peer teaching into the curriculum
Some themes from the literature
1. Degree of qualification doesn’t correlate to quality as a teacher
2. Students often prefer to be taught by their peers
3. Academic improvement of both parties
4. Cognitive congruence
Our contributions so far
• IAMSE 2013, St Andrews, Scotland
• AMEE 2013, Prague, Czech Republic
• FRAMPEIK 2013, Oslo, Norway
The contribution you could make
•Great opportunity to further strengthen evidence-base
• Students positively welcomed at conferences
• Potential advantages in later careers
EVERYTHING CLEAR SO FAR?
2012-13 Timetable
WIWIHK Part 1
Sept 2012 June/ July 2013
Clinical Data Interpretation
WIWIHK Part 2
Jan 2013 Case-based lecture series
MOSCE Y1+2 OSCE
OSCE Workshop
EXAMS!
OSCE
Workshop
Lecture
KEY
Lecture
•2 tutors
•100-150 students
•Usually 1-2 hours
•Venue: Lecture theatre
WIWIHK Part 1
Sept 2012 June/ July 2013
WIWIHK Part 2
Jan 2013 Case-based lecture series
EXAMS!
FOUR EXAMPLE TITLE SLIDES
Workshop
• 2 tutors
• 20-30 students
• Usually 30-45 mins
• Venue: Classroom/seminar room
Sept 2012 June/ July 2013
Clinical Data Interpretation
Jan 2013
OSCE Workshop
EXAMS!
- Chest x-rays - Full blood count - Liver function, and urea & electrolytes - ECGs
- Histories -Explaining procedures -Ethics & law -Epidemiology
OSCE practice
•2 tutors per station
•4 students per station
•Venue: Clinical skills lab
Sept 2012 June/ July 2013
Jan 2013
MOSCE
EXAMS!
Y1+2 OSCE
EXAMS!
YEAR 1+2
YEAR 4
ANY QUESTIONS???
The Journey…
Event
Planning Recruitment
of Tutors
Room
Bookings Niche in
curriculum
identified...
PUBLICITY
!
Nearly there…
T – 3 weeks:
• Content vetted by medical school
• Adjustments
3 weeks prior: Event ready…
Date of Event: Successful delivery!
T – 2 weeks:
• Final copy send to Committee
• Final adjustments
T – 1 week:
• PRACTICE
• Supplementary materials
Event
Planning Recruitment
of Tutors
Room
Bookings Niche in
curriculum
identified...
PUBLICITY
!
GREAT SUCCESS
Lecture-based
Classroom- based
OSCE
The Journey…
It can feel like this sometimes…. ….But that’s not to say it isn’t totally worth it!!!
A team-based approach
None of our events were delivered by a single teacher
Good variation of stimulus for students
In preparing we would learn from each other
Insert picture of success
How do we know what we did was actually any good?
Quality of teaching “Lecturers are extremely knowledgeable and have given good time to improving examination technique. They encourage student participation and can answer questions confidently.”
“Case studies were brilliant and lecture taught in a useful and logical manner.”
“Clear objectives, good focus on what students need to know for exams.”
Student improvement
“Very friendly students, made me feel comfortable to ask questions.”
“Good summary of what we should know.”
Student improvement
“Very friendly students, made me feel comfortable to ask questions.”
“Good summary of what we should know.”
End of year survey
“I don't know what I would do without the Medsoc education teaching! Really highlights what we need to know + what is most important both for exams and patient safety. Thank you!!”
End of year survey
“Probably the most useful guidance with the curriculum came from Medsoc.”
“Medsoc has been far superior in all aspects of teaching. It is more concise and better focused and relevant than anything the med school provides on Moodle.”
Benefits for you! Consolidate knowledge
Useful for exams
Develop teaching skills
Build confidence
Research
Résumé/CV
Fun!
VIL DU BLI STUDENTFORELESER?
• Enthusiasm
• Knowledge
•Dedication
• Confidence
• Know your limits
• Preparation and practice
It wouldn’t be a talk on Education without some objectives…
At the end of this lecture, you will:
• Understand the concept of student-led teaching
• Outline how to set up and teach a workshop, lecture or OSCE
• List some reasons why YOU should get involved
• Our experiences
• BREAK (we’ve been told there might be food?!)
• Quick demonstration