Evaluation of a combined approach of clinical skills training utilizing near-peers, in-campus faculty and clinicians: An innovative integrated model

Introduction: Training clinical skills is essential in medicine. Different models of clinical skills courses have been previously suggested. Here, we report an innovative approach adopted to train junior medical students in clinical skills in a multimodal fashion by near-peers, basic scientists with...

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Published in:Medical teacher 2016-03, Vol.38 (sup1), p.S52-S59
Main Authors: Zafar, Muhammad, Inayah, A'man Talal, Shareef, Mohammad Abrar, Aldalati, Alaa M.Z., Afsar, Nasir Ali, Abu-Zaid, Ahmed, Zafar, Fatimah, Azouz, Haya Jamal
Format: Article
Language:English
Subjects:
Clinical assessment
Clinical Competence
Clinical skills
Clinical training
College professors
College students
Education, Medical, Undergraduate - methods
Humans
Learning
Medical students
Peer assessment
Peer Group
Peers
Perceptions
Positive thought
Professional attitudes
Qualitative research
Quasi-experimental methods
Questionnaires
Resident physicians
Self evaluation
Self Evaluation (Individuals)
Skill development
Skills
Students
Students, Medical
Tutoring
Tutors
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cited_by cdi_FETCH-LOGICAL-c422t-56d9548f6ec399c99774242c7ec1a2af59c5decfa06adf2684f083abfd9594603
cites cdi_FETCH-LOGICAL-c422t-56d9548f6ec399c99774242c7ec1a2af59c5decfa06adf2684f083abfd9594603
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container_title Medical teacher
container_volume 38
creator Zafar, Muhammad
Inayah, A'man Talal
Shareef, Mohammad Abrar
Aldalati, Alaa M.Z.
Afsar, Nasir Ali
Abu-Zaid, Ahmed
Zafar, Fatimah
Azouz, Haya Jamal
description Introduction: Training clinical skills is essential in medicine. Different models of clinical skills courses have been previously suggested. Here, we report an innovative approach adopted to train junior medical students in clinical skills in a multimodal fashion by near-peers, basic scientists with clinical background and senior clinicians. Methods: This quasi-experimental study was conducted at Alfaisal University College of Medicine at Riyadh. An electronic survey was conducted among year-2 and year-3 medical students seeking their perception about the (a) organization, (b) delivery, (c&d) self- and peer-assessment in clinical skills courses. Total 298 male and female medical students (91%), consisting of 164 from year 2 and 134 from year 3, participated by filling out a questionnaire (Cronbach's alpha 0.93). Results: Out of maximum five, the average ratings for the course were 3.81, 3.72, 3.67 and 3.73 in organization, delivery, self-evaluation and peer-assessment respectively, with no significant difference between both subgroups. The in-campus sessions rated higher than hospital sessions (p 
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Different models of clinical skills courses have been previously suggested. Here, we report an innovative approach adopted to train junior medical students in clinical skills in a multimodal fashion by near-peers, basic scientists with clinical background and senior clinicians. Methods: This quasi-experimental study was conducted at Alfaisal University College of Medicine at Riyadh. An electronic survey was conducted among year-2 and year-3 medical students seeking their perception about the (a) organization, (b) delivery, (c&amp;d) self- and peer-assessment in clinical skills courses. Total 298 male and female medical students (91%), consisting of 164 from year 2 and 134 from year 3, participated by filling out a questionnaire (Cronbach's alpha 0.93). Results: Out of maximum five, the average ratings for the course were 3.81, 3.72, 3.67 and 3.73 in organization, delivery, self-evaluation and peer-assessment respectively, with no significant difference between both subgroups. The in-campus sessions rated higher than hospital sessions (p &lt; 0.001). As tutors, interns were rated higher than clinicians (p &lt; 0.001). The qualitative analysis suggested high satisfaction. Conclusions: The clinical skills course that was conducted in a multimodal fashion utilizing diverse tutors showed a positive attitude of students toward the organization and delivery of the course.</description><identifier>ISSN: 0142-159X</identifier><identifier>EISSN: 1466-187X</identifier><identifier>DOI: 10.3109/0142159X.2016.1142512</identifier><identifier>PMID: 26984035</identifier><language>eng</language><publisher>England: Taylor &amp; Francis</publisher><subject>Clinical assessment ; Clinical Competence ; Clinical skills ; Clinical training ; College professors ; College students ; Education, Medical, Undergraduate - methods ; Humans ; Learning ; Medical students ; Peer assessment ; Peer Group ; Peers ; Perceptions ; Positive thought ; Professional attitudes ; Qualitative research ; Quasi-experimental methods ; Questionnaires ; Resident physicians ; Self evaluation ; Self Evaluation (Individuals) ; Skill development ; Skills ; Students ; Students, Medical ; Tutoring ; Tutors</subject><ispartof>Medical teacher, 2016-03, Vol.38 (sup1), p.S52-S59</ispartof><rights>2016 Taylor &amp; Francis 2016</rights><rights>Copyright Taylor &amp; Francis Ltd. 2016</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c422t-56d9548f6ec399c99774242c7ec1a2af59c5decfa06adf2684f083abfd9594603</citedby><cites>FETCH-LOGICAL-c422t-56d9548f6ec399c99774242c7ec1a2af59c5decfa06adf2684f083abfd9594603</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925,30999</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/26984035$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Zafar, Muhammad</creatorcontrib><creatorcontrib>Inayah, A'man Talal</creatorcontrib><creatorcontrib>Shareef, Mohammad Abrar</creatorcontrib><creatorcontrib>Aldalati, Alaa M.Z.</creatorcontrib><creatorcontrib>Afsar, Nasir Ali</creatorcontrib><creatorcontrib>Abu-Zaid, Ahmed</creatorcontrib><creatorcontrib>Zafar, Fatimah</creatorcontrib><creatorcontrib>Azouz, Haya Jamal</creatorcontrib><title>Evaluation of a combined approach of clinical skills training utilizing near-peers, in-campus faculty and clinicians: An innovative integrated model</title><title>Medical teacher</title><addtitle>Med Teach</addtitle><description>Introduction: Training clinical skills is essential in medicine. Different models of clinical skills courses have been previously suggested. Here, we report an innovative approach adopted to train junior medical students in clinical skills in a multimodal fashion by near-peers, basic scientists with clinical background and senior clinicians. Methods: This quasi-experimental study was conducted at Alfaisal University College of Medicine at Riyadh. An electronic survey was conducted among year-2 and year-3 medical students seeking their perception about the (a) organization, (b) delivery, (c&amp;d) self- and peer-assessment in clinical skills courses. Total 298 male and female medical students (91%), consisting of 164 from year 2 and 134 from year 3, participated by filling out a questionnaire (Cronbach's alpha 0.93). Results: Out of maximum five, the average ratings for the course were 3.81, 3.72, 3.67 and 3.73 in organization, delivery, self-evaluation and peer-assessment respectively, with no significant difference between both subgroups. The in-campus sessions rated higher than hospital sessions (p &lt; 0.001). As tutors, interns were rated higher than clinicians (p &lt; 0.001). The qualitative analysis suggested high satisfaction. 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Different models of clinical skills courses have been previously suggested. Here, we report an innovative approach adopted to train junior medical students in clinical skills in a multimodal fashion by near-peers, basic scientists with clinical background and senior clinicians. Methods: This quasi-experimental study was conducted at Alfaisal University College of Medicine at Riyadh. An electronic survey was conducted among year-2 and year-3 medical students seeking their perception about the (a) organization, (b) delivery, (c&amp;d) self- and peer-assessment in clinical skills courses. Total 298 male and female medical students (91%), consisting of 164 from year 2 and 134 from year 3, participated by filling out a questionnaire (Cronbach's alpha 0.93). Results: Out of maximum five, the average ratings for the course were 3.81, 3.72, 3.67 and 3.73 in organization, delivery, self-evaluation and peer-assessment respectively, with no significant difference between both subgroups. The in-campus sessions rated higher than hospital sessions (p &lt; 0.001). As tutors, interns were rated higher than clinicians (p &lt; 0.001). The qualitative analysis suggested high satisfaction. Conclusions: The clinical skills course that was conducted in a multimodal fashion utilizing diverse tutors showed a positive attitude of students toward the organization and delivery of the course.</abstract><cop>England</cop><pub>Taylor &amp; Francis</pub><pmid>26984035</pmid><doi>10.3109/0142159X.2016.1142512</doi></addata></record>
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source Applied Social Sciences Index & Abstracts (ASSIA); Taylor and Francis:Jisc Collections:Taylor and Francis Read and Publish Agreement 2024-2025:Medical Collection (Reading list)
subjects Clinical assessment
Clinical Competence
Clinical skills
Clinical training
College professors
College students
Education, Medical, Undergraduate - methods
Humans
Learning
Medical students
Peer assessment
Peer Group
Peers
Perceptions
Positive thought
Professional attitudes
Qualitative research
Quasi-experimental methods
Questionnaires
Resident physicians
Self evaluation
Self Evaluation (Individuals)
Skill development
Skills
Students
Students, Medical
Tutoring
Tutors
title Evaluation of a combined approach of clinical skills training utilizing near-peers, in-campus faculty and clinicians: An innovative integrated model
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