E-learning and near-peer teaching in electrocardiogram education: a randomised trial
| Autor: | Philip J. McElnay, Jane E. Sansom, Andrew Davies, Ian Bennett-Britton, Danya Bakhbakhi, Rachael Macleod |
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| Rok vydání: | 2015 |
| Předmět: |
Medical curriculum
020205 medical informatics E-learning (theory) education 02 engineering and technology Peer Group Session (web analytics) Syllabus Electrocardiography 03 medical and health sciences 0302 clinical medicine Teaching styles ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Humans Learning Medicine 030212 general & internal medicine TUTOR computer.programming_language Medical education business.industry Teaching Learning environment General Medicine Review and Exam Preparation Educational Measurement business computer Peer teaching Computer-Assisted Instruction Education Medical Undergraduate |
| Zdroj: | The Clinical Teacher. 13:227-230 |
| ISSN: | 1743-4971 |
| DOI: | 10.1111/tct.12421 |
| Popis: | SummaryBackground Near-peer teaching and electronic learning (e-learning) are two effective modern teaching styles. Near-peer sessions provide a supportive learning environment that benefits both the students and the tutor. E-learning resources are flexible and easily distributed. Careful construction and regular editing can ensure that students receive all of the essential material. The aim of this study is to compare the efficacy of e-learning and near-peer teaching during the pre-clinical medical curriculum. Methods Thirty-nine second-year medical students were consented and randomised into two groups. Each group received teaching on electrocardiogram (ECG) interpretation from a predefined syllabus. Eighteen students completed an e-learning module and 21 students attended a near-peer tutorial. Students were asked to complete a multiple-choice exam, scored out of 50. Each student rated their confidence in ECG interpretation before and after their allocated teaching session. Results The near-peer group (84%) demonstrated a significantly higher performance than the e-learning group (74.5%) on the final assessment (p = 0.002). Prior to the teaching, the students’ mean confidence scores were 3/10 in both the near-peer and e-learning groups (0, poor; 10, excellent). These increased to 6/10 in both cases following the teaching session. Discussion Both teaching styles were well received by students and improved their confidence in ECG interpretation. Near-peer teaching led to superior scores in our final assessment. Given the congested nature of the modern medical curriculum, direct comparison of the efficacy of these methods may aid course design. The aim of this study is to compare the efficacy of e-learning and near-peer teaching |
| Databáze: | OpenAIRE |
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