Evaluation of the Education System through Peers in Clinics

Document Type : Original Article

Authors

1 Associate Professor, Department of Medical Education, Clinical Education Quality Improvement Research Center, Shiraz University of Medical Sciences, Shiraz, Iran

2 Professor, Clinical Education Quality Improvement Research Center, Shiraz University of Medical Sciences, Shiraz, Iran

3 shiraz university of medical sciences

4 Assistant Professor, Department of Health in Disasters and Emergencies, Shiraz University of Medical Sciences, Shiraz, Iran

Abstract

Introduction: Peer Assisted Learning (PAL) is one of the several methods available for learning and teaching. Peer learning is an educational approach, in which people from the same social groups who are not professional teachers help each other to learn. This crosssectional study aimed to evaluate the education system through peers in clinics in Shiraz, Iran in 2010.
Methods: This descriptive, cross-sectional study aimed to assess the effect of PAL on the knowledge, attitude, and practice of medical students in the pediatric and surgical departments of Namazi Hospital affiliated to Shiraz University of Medical Sciences. The data were collected using a researcher-made questionnaire and analyzed using the SPSS 22 software.
Results: This study was conducted on 100 participants: 70 in the pediatric group and 30 in the surgical group. Among the participants, 60% were female and 40% male. The results revealed a significant difference between the two departments regarding the quality of education, interaction, and time management. Yet, it should be noted that a large number of participants
had not participated in the introductory sessions.
Conclusion: Defining the standard model of clinical education as well as making revisions during the training period are among the criteria for improving the quality of clinical education. Due to the excellent quality of education, interaction, and time management in the pediatric ward compared to the surgical ward, hospital managers are recommended to make the most of the experiences and strengths of this ward. Financial support can also help improve the quality of clinical education.

Keywords

References

1. Soleimanpour S. School-Based Health Centers: At the Intersection of Health and Education. J Adolesc Health. 2020;67(3):317-8. doi: 10.1016/j.jadohealth.2020.05.009.
2. Arcaya MC, Saiz A. Does education really not matter for health? Soc Sci Med. 2020;258:113094. doi: 10.1016/j.socscimed.2020.113094.
3. Farland MZ, Beck DE. Collaborative Learning Teams to Longitudinally Teach and Assess Teamwork Behaviors and Attitudes. Am J Pharm Educ. 2019;83(9):7255. doi: 10.5688/ajpe7255.
4. Voutilainen A, Saaranen T, Sormunen M. Conventional vs. e-learning in nursing education: A systematic review and meta-analysis. Nurse Educ Today. 2017;50:97-103. doi: 10.1016/j.nedt.2016.12.020.
5. Huang CC, Hsu HC, Yang LY, Chen CH, Yang YY, Chang CC, et al. Peer-assisted learning model enhances clinical clerk’s procedural skills. J Chin Med Assoc. 2018;81(8):747-53. doi: 10.1016/j.jcma.2017.06.028.
6. Topping KJ. Peer assisted learning: A practical guide for teachers. Boston: Brookline books; 2001.
7. Aviram M, Ophir R, Raviv D, Shiloah M. Experiential learning of clinical skills by beginning nursing students: “coaching” project by fourth-year student interns. J Nurs Educ. 1998;37(5):228-31. doi: 10.3928/0148-4834-19980501-12.
8. Goldsmith M, Stewart L, Ferguson L. Peer learning partnership: an innovative strategy to enhance skill acquisition in nursing students. Nurse Educ Today. 2006;26(2):123-30. doi: 10.1016/j.nedt.2005.08.001.
9. Nestel D, Kidd J. Peer tutoring in patient-centred interviewing skills: experience of a project for first-year students. Med Teach. 2003;25(4):398-403. doi: 10.1080/0142159031000136752.
10. Mazor KM, Stone SL, Carlin M, Alper E. What do medicine clerkship preceptors do best? Acad Med. 2002;77(8):837-40. doi: 10.1097/00001888-200208000-00018.
11. Khorasani G, Mahmoudi M, Vahidshahi K, Shahbaznejad L, Ghafari M. Evaluation of faculty members’ and students’ attitude towards ambulatory teaching quality. Journal of Mazandaran University of medical sciences. 2007;17(58):87-100.
12. Rindflesch AB, Dunfee HJ, Cieslak KR, Eischen SL, Trenary T, Calley DQ, et al. Collaborative model of clinical education in physical and occupational therapy at the Mayo Clinic. J Allied Health. 2009;38(3):132-42.
13. Grant JS, Kinney MR. Using the Delphi technique to examine the content validity of nursing diagnoses. Nurs Diagn. 1992;3(1):12-22. doi: 10.1111/j.1744-618x.1992.tb00193.x.
14. Dehghani MR, Amini M, Kojuri J, Nabeiei P. Evaluation of the efficacy of peer-learning method in nutrition students of Shiraz University of Medical Sciences. J Adv Med Educ Prof. 2014;2(2):71-6.
15. MOllabashi R, Haghani F. Teacher, Student and patients Interaction time in the ambulatory setting in Isfahan University of medical sciences. Iranian Journal of Medical Education. 2012;11(9):1025-9.
Health Management & Information Science
Volume 8, Issue 4
October 2021
Pages 255-259

Files

Share

How to cite

Statistics