Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions

Abstract Background: Near-peer teaching, which involves a more experienced student teaching a group of less experienced students within the same course, has commonly been used in educational settings. Fifth-year medical students at The University of Western Australia offered extracurricular clinical...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	McMenamin, Christine [verfasserIn] Koehler, Nicole

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2013

Schlagwörter:	Medical students student tutors near-peer teaching tutoring

Anmerkung:	© Springer International Publishing 2013

Übergeordnetes Werk:	Enthalten in: Medical Science Educator - New York, NY [u.a.] : Springer, 2011, 23(2013), 4 vom: Dez., Seite 620-627
Übergeordnetes Werk:	volume:23 ; year:2013 ; number:4 ; month:12 ; pages:620-627

Links:	Volltext

DOI / URN:	10.1007/BF03341689

Katalog-ID:	SPR037589393

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520			\|a Abstract Background: Near-peer teaching, which involves a more experienced student teaching a group of less experienced students within the same course, has commonly been used in educational settings. Fifth-year medical students at The University of Western Australia offered extracurricular clinical skills sessions to third-year medical students. Aim: The aims of the study were to: 1) enumerate third-year students’ attendance at sessions and reasons for attending / not attending; 2) determine the usefulness of clinical skills topics; and 3) evaluate students’ perceptions of the fifth-year tutors. Method: Third-year students completed an anonymous survey pertaining to extracurricular clinical skills sessions. Results: Surveys were completed by 160 students of which 60% had attended at least one session. The most common reason for attending sessions was that they provided extra practice whereas those not attending most commonly stated that formal sessions were sufficient. All clinical skills topics and tutors were rated favorably. Conclusions: Whilst many students valued the need for clinical skills practice beyond formal class time, some students have yet to appreciate this. Extracurricular clinical skills sessions held by more advanced students were perceived positively irrespective of the topic taught. Thus near peer teaching sessions should be adopted by all medical schools.
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allfields	10.1007/BF03341689 doi (DE-627)SPR037589393 (SPR)BF03341689-e DE-627 ger DE-627 rakwb eng McMenamin, Christine verfasserin aut Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer International Publishing 2013 Abstract Background: Near-peer teaching, which involves a more experienced student teaching a group of less experienced students within the same course, has commonly been used in educational settings. Fifth-year medical students at The University of Western Australia offered extracurricular clinical skills sessions to third-year medical students. Aim: The aims of the study were to: 1) enumerate third-year students’ attendance at sessions and reasons for attending / not attending; 2) determine the usefulness of clinical skills topics; and 3) evaluate students’ perceptions of the fifth-year tutors. Method: Third-year students completed an anonymous survey pertaining to extracurricular clinical skills sessions. Results: Surveys were completed by 160 students of which 60% had attended at least one session. The most common reason for attending sessions was that they provided extra practice whereas those not attending most commonly stated that formal sessions were sufficient. All clinical skills topics and tutors were rated favorably. Conclusions: Whilst many students valued the need for clinical skills practice beyond formal class time, some students have yet to appreciate this. Extracurricular clinical skills sessions held by more advanced students were perceived positively irrespective of the topic taught. Thus near peer teaching sessions should be adopted by all medical schools. Medical students (dpeaa)DE-He213 student tutors (dpeaa)DE-He213 near-peer teaching (dpeaa)DE-He213 tutoring (dpeaa)DE-He213 Koehler, Nicole aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 23(2013), 4 vom: Dez., Seite 620-627 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:23 year:2013 number:4 month:12 pages:620-627 https://dx.doi.org/10.1007/BF03341689 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 23 2013 4 12 620-627
spelling	10.1007/BF03341689 doi (DE-627)SPR037589393 (SPR)BF03341689-e DE-627 ger DE-627 rakwb eng McMenamin, Christine verfasserin aut Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer International Publishing 2013 Abstract Background: Near-peer teaching, which involves a more experienced student teaching a group of less experienced students within the same course, has commonly been used in educational settings. Fifth-year medical students at The University of Western Australia offered extracurricular clinical skills sessions to third-year medical students. Aim: The aims of the study were to: 1) enumerate third-year students’ attendance at sessions and reasons for attending / not attending; 2) determine the usefulness of clinical skills topics; and 3) evaluate students’ perceptions of the fifth-year tutors. Method: Third-year students completed an anonymous survey pertaining to extracurricular clinical skills sessions. Results: Surveys were completed by 160 students of which 60% had attended at least one session. The most common reason for attending sessions was that they provided extra practice whereas those not attending most commonly stated that formal sessions were sufficient. All clinical skills topics and tutors were rated favorably. Conclusions: Whilst many students valued the need for clinical skills practice beyond formal class time, some students have yet to appreciate this. Extracurricular clinical skills sessions held by more advanced students were perceived positively irrespective of the topic taught. Thus near peer teaching sessions should be adopted by all medical schools. Medical students (dpeaa)DE-He213 student tutors (dpeaa)DE-He213 near-peer teaching (dpeaa)DE-He213 tutoring (dpeaa)DE-He213 Koehler, Nicole aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 23(2013), 4 vom: Dez., Seite 620-627 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:23 year:2013 number:4 month:12 pages:620-627 https://dx.doi.org/10.1007/BF03341689 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 23 2013 4 12 620-627
allfields_unstemmed	10.1007/BF03341689 doi (DE-627)SPR037589393 (SPR)BF03341689-e DE-627 ger DE-627 rakwb eng McMenamin, Christine verfasserin aut Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer International Publishing 2013 Abstract Background: Near-peer teaching, which involves a more experienced student teaching a group of less experienced students within the same course, has commonly been used in educational settings. Fifth-year medical students at The University of Western Australia offered extracurricular clinical skills sessions to third-year medical students. Aim: The aims of the study were to: 1) enumerate third-year students’ attendance at sessions and reasons for attending / not attending; 2) determine the usefulness of clinical skills topics; and 3) evaluate students’ perceptions of the fifth-year tutors. Method: Third-year students completed an anonymous survey pertaining to extracurricular clinical skills sessions. Results: Surveys were completed by 160 students of which 60% had attended at least one session. The most common reason for attending sessions was that they provided extra practice whereas those not attending most commonly stated that formal sessions were sufficient. All clinical skills topics and tutors were rated favorably. Conclusions: Whilst many students valued the need for clinical skills practice beyond formal class time, some students have yet to appreciate this. Extracurricular clinical skills sessions held by more advanced students were perceived positively irrespective of the topic taught. Thus near peer teaching sessions should be adopted by all medical schools. Medical students (dpeaa)DE-He213 student tutors (dpeaa)DE-He213 near-peer teaching (dpeaa)DE-He213 tutoring (dpeaa)DE-He213 Koehler, Nicole aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 23(2013), 4 vom: Dez., Seite 620-627 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:23 year:2013 number:4 month:12 pages:620-627 https://dx.doi.org/10.1007/BF03341689 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 23 2013 4 12 620-627
allfieldsGer	10.1007/BF03341689 doi (DE-627)SPR037589393 (SPR)BF03341689-e DE-627 ger DE-627 rakwb eng McMenamin, Christine verfasserin aut Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer International Publishing 2013 Abstract Background: Near-peer teaching, which involves a more experienced student teaching a group of less experienced students within the same course, has commonly been used in educational settings. Fifth-year medical students at The University of Western Australia offered extracurricular clinical skills sessions to third-year medical students. Aim: The aims of the study were to: 1) enumerate third-year students’ attendance at sessions and reasons for attending / not attending; 2) determine the usefulness of clinical skills topics; and 3) evaluate students’ perceptions of the fifth-year tutors. Method: Third-year students completed an anonymous survey pertaining to extracurricular clinical skills sessions. Results: Surveys were completed by 160 students of which 60% had attended at least one session. The most common reason for attending sessions was that they provided extra practice whereas those not attending most commonly stated that formal sessions were sufficient. All clinical skills topics and tutors were rated favorably. Conclusions: Whilst many students valued the need for clinical skills practice beyond formal class time, some students have yet to appreciate this. Extracurricular clinical skills sessions held by more advanced students were perceived positively irrespective of the topic taught. Thus near peer teaching sessions should be adopted by all medical schools. Medical students (dpeaa)DE-He213 student tutors (dpeaa)DE-He213 near-peer teaching (dpeaa)DE-He213 tutoring (dpeaa)DE-He213 Koehler, Nicole aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 23(2013), 4 vom: Dez., Seite 620-627 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:23 year:2013 number:4 month:12 pages:620-627 https://dx.doi.org/10.1007/BF03341689 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 23 2013 4 12 620-627
allfieldsSound	10.1007/BF03341689 doi (DE-627)SPR037589393 (SPR)BF03341689-e DE-627 ger DE-627 rakwb eng McMenamin, Christine verfasserin aut Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer International Publishing 2013 Abstract Background: Near-peer teaching, which involves a more experienced student teaching a group of less experienced students within the same course, has commonly been used in educational settings. Fifth-year medical students at The University of Western Australia offered extracurricular clinical skills sessions to third-year medical students. Aim: The aims of the study were to: 1) enumerate third-year students’ attendance at sessions and reasons for attending / not attending; 2) determine the usefulness of clinical skills topics; and 3) evaluate students’ perceptions of the fifth-year tutors. Method: Third-year students completed an anonymous survey pertaining to extracurricular clinical skills sessions. Results: Surveys were completed by 160 students of which 60% had attended at least one session. The most common reason for attending sessions was that they provided extra practice whereas those not attending most commonly stated that formal sessions were sufficient. All clinical skills topics and tutors were rated favorably. Conclusions: Whilst many students valued the need for clinical skills practice beyond formal class time, some students have yet to appreciate this. Extracurricular clinical skills sessions held by more advanced students were perceived positively irrespective of the topic taught. Thus near peer teaching sessions should be adopted by all medical schools. Medical students (dpeaa)DE-He213 student tutors (dpeaa)DE-He213 near-peer teaching (dpeaa)DE-He213 tutoring (dpeaa)DE-He213 Koehler, Nicole aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 23(2013), 4 vom: Dez., Seite 620-627 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:23 year:2013 number:4 month:12 pages:620-627 https://dx.doi.org/10.1007/BF03341689 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 23 2013 4 12 620-627
language	English
source	Enthalten in Medical Science Educator 23(2013), 4 vom: Dez., Seite 620-627 volume:23 year:2013 number:4 month:12 pages:620-627
sourceStr	Enthalten in Medical Science Educator 23(2013), 4 vom: Dez., Seite 620-627 volume:23 year:2013 number:4 month:12 pages:620-627
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topic_facet	Medical students student tutors near-peer teaching tutoring
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container_title	Medical Science Educator
authorswithroles_txt_mv	McMenamin, Christine @@aut@@ Koehler, Nicole @@aut@@
publishDateDaySort_date	2013-12-01T00:00:00Z
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language_de	englisch
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spellingShingle	McMenamin, Christine misc Medical students misc student tutors misc near-peer teaching misc tutoring Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions
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topic_title	Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions Medical students (dpeaa)DE-He213 student tutors (dpeaa)DE-He213 near-peer teaching (dpeaa)DE-He213 tutoring (dpeaa)DE-He213
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title	Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions
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title_full	Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions
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title_sort	students’ attitudes towards extracurricular clinical skills peer teaching sessions
title_auth	Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions
abstract	Abstract Background: Near-peer teaching, which involves a more experienced student teaching a group of less experienced students within the same course, has commonly been used in educational settings. Fifth-year medical students at The University of Western Australia offered extracurricular clinical skills sessions to third-year medical students. Aim: The aims of the study were to: 1) enumerate third-year students’ attendance at sessions and reasons for attending / not attending; 2) determine the usefulness of clinical skills topics; and 3) evaluate students’ perceptions of the fifth-year tutors. Method: Third-year students completed an anonymous survey pertaining to extracurricular clinical skills sessions. Results: Surveys were completed by 160 students of which 60% had attended at least one session. The most common reason for attending sessions was that they provided extra practice whereas those not attending most commonly stated that formal sessions were sufficient. All clinical skills topics and tutors were rated favorably. Conclusions: Whilst many students valued the need for clinical skills practice beyond formal class time, some students have yet to appreciate this. Extracurricular clinical skills sessions held by more advanced students were perceived positively irrespective of the topic taught. Thus near peer teaching sessions should be adopted by all medical schools. © Springer International Publishing 2013
abstractGer	Abstract Background: Near-peer teaching, which involves a more experienced student teaching a group of less experienced students within the same course, has commonly been used in educational settings. Fifth-year medical students at The University of Western Australia offered extracurricular clinical skills sessions to third-year medical students. Aim: The aims of the study were to: 1) enumerate third-year students’ attendance at sessions and reasons for attending / not attending; 2) determine the usefulness of clinical skills topics; and 3) evaluate students’ perceptions of the fifth-year tutors. Method: Third-year students completed an anonymous survey pertaining to extracurricular clinical skills sessions. Results: Surveys were completed by 160 students of which 60% had attended at least one session. The most common reason for attending sessions was that they provided extra practice whereas those not attending most commonly stated that formal sessions were sufficient. All clinical skills topics and tutors were rated favorably. Conclusions: Whilst many students valued the need for clinical skills practice beyond formal class time, some students have yet to appreciate this. Extracurricular clinical skills sessions held by more advanced students were perceived positively irrespective of the topic taught. Thus near peer teaching sessions should be adopted by all medical schools. © Springer International Publishing 2013
abstract_unstemmed	Abstract Background: Near-peer teaching, which involves a more experienced student teaching a group of less experienced students within the same course, has commonly been used in educational settings. Fifth-year medical students at The University of Western Australia offered extracurricular clinical skills sessions to third-year medical students. Aim: The aims of the study were to: 1) enumerate third-year students’ attendance at sessions and reasons for attending / not attending; 2) determine the usefulness of clinical skills topics; and 3) evaluate students’ perceptions of the fifth-year tutors. Method: Third-year students completed an anonymous survey pertaining to extracurricular clinical skills sessions. Results: Surveys were completed by 160 students of which 60% had attended at least one session. The most common reason for attending sessions was that they provided extra practice whereas those not attending most commonly stated that formal sessions were sufficient. All clinical skills topics and tutors were rated favorably. Conclusions: Whilst many students valued the need for clinical skills practice beyond formal class time, some students have yet to appreciate this. Extracurricular clinical skills sessions held by more advanced students were perceived positively irrespective of the topic taught. Thus near peer teaching sessions should be adopted by all medical schools. © Springer International Publishing 2013
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title_short	Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions
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up_date	2024-07-03T13:40:44.007Z
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fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR037589393</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230519183749.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201007s2013 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/BF03341689</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR037589393</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)BF03341689-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">McMenamin, Christine</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Students’ Attitudes towards Extracurricular Clinical Skills Peer Teaching Sessions</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2013</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer International Publishing 2013</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Background: Near-peer teaching, which involves a more experienced student teaching a group of less experienced students within the same course, has commonly been used in educational settings. Fifth-year medical students at The University of Western Australia offered extracurricular clinical skills sessions to third-year medical students. Aim: The aims of the study were to: 1) enumerate third-year students’ attendance at sessions and reasons for attending / not attending; 2) determine the usefulness of clinical skills topics; and 3) evaluate students’ perceptions of the fifth-year tutors. Method: Third-year students completed an anonymous survey pertaining to extracurricular clinical skills sessions. Results: Surveys were completed by 160 students of which 60% had attended at least one session. The most common reason for attending sessions was that they provided extra practice whereas those not attending most commonly stated that formal sessions were sufficient. All clinical skills topics and tutors were rated favorably. Conclusions: Whilst many students valued the need for clinical skills practice beyond formal class time, some students have yet to appreciate this. Extracurricular clinical skills sessions held by more advanced students were perceived positively irrespective of the topic taught. 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