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uclumedicalsociety

Peer lectures:
a valid tool for learning?
Sindhu Naidu, Tanmay Kanitkar,
Vruti Dattani, Owain Donnelly...
uclumedicalsociety

In the next 10 min…
•
•
•
•

MedSoc: Education
Are peer lectures useful?
What we did
Conclusions
uclumedicalsociety

MedSoc: Education
• Student-run society
• Aim: organise high-standard education events
• Diverse range...
uclumedicalsociety

What do we know?
• Near-peer teaching is a valid form of
education1, 2
• Students can be as good as fo...
uclumedicalsociety

What we did
•
•
•
•

10 interactive ‘peer lectures’
Summary lectures
Large groups of 100 students
Qual...
uclumedicalsociety

How students rated the lectures
• Content
• Lecturers
• Ability to answer
questions
2.85

3.9

• Knowl...
uclumedicalsociety

How students rated the lectures
• Content
• Lecturers
• Ability to answer
questions
2.85

3.9

• Knowl...
uclumedicalsociety

How teachers rated the experience
uclumedicalsociety

Discussion
Advantages
Social and cognitive
congruence2
Personal experience
Develop teaching skills

Di...
uclumedicalsociety

Conclusions
• Peer teaching is recognised as valid
• Our interactive lecture format was wellreceived b...
uclumedicalsociety

Take-home Message
Large-scale peer teaching is an effective
supplementary learning tool offering
advan...
uclumedicalsociety

References
1. GMC, 2013. Good Medical Practice.
2. Lockspeiser et al., 2008. Understanding the experie...
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Peer lectures in the medical undergraduate curriculum: a valid tool for learning?

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We analysed feedback from a series of peer-led lectures for large groups of 100-150 students to determine if students are able to provide high-quality interactive case-based
lectures comparable to standard medical curricula

This was presented as a short communication at Association for Medical Education in
Europe (AMEE) Conference, August 2013 (3M/1) and FRAMPEIK Student Research Conference, October 2013

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Peer lectures in the medical undergraduate curriculum: a valid tool for learning?

  1. 1. uclumedicalsociety Peer lectures: a valid tool for learning? Sindhu Naidu, Tanmay Kanitkar, Vruti Dattani, Owain Donnelly, Patrik Bächtiger, Elissa Rekhi With thanks to Dr LJ Smith & Prof Jane Dacre
  2. 2. uclumedicalsociety In the next 10 min… • • • • MedSoc: Education Are peer lectures useful? What we did Conclusions
  3. 3. uclumedicalsociety MedSoc: Education • Student-run society • Aim: organise high-standard education events • Diverse range – “Approaching the OSCE” – “Teaching core clinical data interpretation” – “What I wish I had known”
  4. 4. uclumedicalsociety What do we know? • Near-peer teaching is a valid form of education1, 2 • Students can be as good as formal teachers in small group teaching3- 5 • There is less evidence for peer-led lectures, but what there is looks promising6
  5. 5. uclumedicalsociety What we did • • • • 10 interactive ‘peer lectures’ Summary lectures Large groups of 100 students Quality-assured
  6. 6. uclumedicalsociety How students rated the lectures • Content • Lecturers • Ability to answer questions 2.85 3.9 • Knowledge of the topic
  7. 7. uclumedicalsociety How students rated the lectures • Content • Lecturers • Ability to answer questions 2.85 3.9 • Knowledge of the topic
  8. 8. uclumedicalsociety How teachers rated the experience
  9. 9. uclumedicalsociety Discussion Advantages Social and cognitive congruence2 Personal experience Develop teaching skills Disadvantages Not as knowledgeable as specialists Variability in teachers 4 Backlash from staff
  10. 10. uclumedicalsociety Conclusions • Peer teaching is recognised as valid • Our interactive lecture format was wellreceived by both students and peer teachers • Potential for peer-led lectures to supplement formal curriculum
  11. 11. uclumedicalsociety Take-home Message Large-scale peer teaching is an effective supplementary learning tool offering advantages to both learner and teacher.
  12. 12. uclumedicalsociety References 1. GMC, 2013. Good Medical Practice. 2. Lockspeiser et al., 2008. Understanding the experience of being taught by peers: the value of social and cognitive congruence. 3. Tolsgaard et al., 2007. Student teachers can be as good as associate professors in teaching clinical skills. 4. Büscher et al., 2013. Evaluation of the peer teaching program at the University children´s hospital Essen – a single center experience. 5. Cate & Durning, 2007. Peer teaching in medical education: twelve reasons to move from theory to practice. 6. Gill et al., 2012. Utility of a student-organised revision day.

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