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Peer led teaching e.g. Year 5 medical student if in practice to facilitate 1 hour tutorial on a clinical topic e.g. chest pain, as well as lived experience as a year 5 assistantship in primary care
Please see below some examples of Near Peer Teaching:-
Reflection of a teaching session organised by Nura Ali (Year 5 Student at the Ecclesbourne Practice) for Year 3 Students
Opportunity for 3rd years to practice their hand at real-life OSCE scenarios that fifth years have seen at the GP. This included a mix of both the acute and chronic presentations. The format of the session would be each student would be given a realistic vignette as would a GP at the practice, usually only a line or two. Then another 3rd year student would time them as they spent 5 minutes taking a history in order to make sure all students were engaged. This was a way to engage them but also provide them the opportunity to refine their history taking skills. The focus was more on how they approached the differential diagnoses, rather than reaching the diagnosis and if they needed help I talked them through the potential differentials as well as the main diagnosis. After the history we discuss what they thought the management for that patient was including whether they needed a referral to the ED, if not what examinations they needed, Ix, and further referrals or follow-ups and the justification for each.
Examples of the cases covered were PR bleeding and how the referral on the 2WW works, patients presenting with potential DKA, appendicitis, cholecystitis and constipation.
The reason I included the more acute presentations was to get them to be more familiar with how the emergency appointment booking feature available at the GP, but also the fact that many patients are afraid to present to ED and would much prefer to call 111 or their GP if they were unwell due to the mounting fears surrounding the virus. Therefore, I discussed with them ways they can approach this, as well as generally how they should open their histories in the format that they were all familiar with.
The feedback from the students was great. When asked what their favourite part of the session, some of the student’s comments were “It was really useful going through the differential diagnoses and I enjoyed how interactive the session was”, “Interactive, gave students change for feedback etc”, “Interactive history taking with useful discussions” “Good structure, feedback and teaching”, “Going through the scenarios really thoroughly and getting us to think of differentials. Thanks, super useful”
Reflection of teaching session organised by Varshan Karunakaran (Year 5 Student at the Ecclesbourne Practice) for Year 3 Students
The sessions I taught were on angina and acute coronary syndrome as well as shortness of breath and the respiratory exam. I used PowerPoint slides as a teaching tool and I specifically included details which I thought would have helped me when I was in third year. I found that teaching helped me also consolidate my own revision but also helped me work on my techniques to teach others by making sure the audience were engaged and keeping the sessions interactive. I definitely think this should be a part of the fifth year GP rotation in the future.
Reflection of the same teaching session by Iman Begum Gina Din and Kauther Al-Kaaby, Year 3 students
The session with Nura and Varshan was very helpful. We had the opportunity to go over the differentials of shortness of breath with Varshan and it was useful as it allowed us to link our knowledge of the conditions and how it presents on examination. It was especially useful as it gave us an opportunity to ask questions that we may not have time to ask during lectures. Practicing GI histories with Nura was also good as it gave us a good idea about what specific closed questions we mustn’t forget in history of presenting complaint. It was really beneficial to receive personalised feedback and tips.
Exam Tips from Nura Ali (Year 5)
There is a free resource for OSCE revision too, and it’s called OSCEstop, a great way for revision and I know people who used it without buying the book.
https://oscestop.com/?gclid=Cj0KCQiA0fr_BRDaARIsAABw4EuwLkq13hUQ1IliOgBEmLL78a1M8obzzGeW86kRNxASrDbi9Re_YpcaAuzYEALw_wcB
Geeky medics is also a great resource: https://geekymedics.com
But I’ve attached a copy of the book too in case you were interested in getting it:
https://www.amazon.co.uk/OSCE-Cases-Mark-Schemes-Revision/dp/1848290632
Shortness of breath.pptxPowerpoint Presentation Prepared by Year 5 Students
Chest Pain power point.pptxPowerpoint Presentation Prepared by Year 5 Students
feedbackforms, Varshan and Nura.pdfFeedback Forms Prepared and Used by Year 5 Students
An Example of Near Peer Teaching at another practice
"The year 5 did face to face teaching in our meeting room.
This was 1.5 hours long and was on abdominal pain for the first day. The second day was on tips for year 3 learning and what its like in year 5. The second topic was requested by the students.
The year 5 student was supported by one of the tutors to develop a plan for the teaching.
If the students were at home, then she would have simply done this remotely.
The year 3 found the session valuable. "
Near Peer Teaching SSC
Near Peer Teaching SSC
started as a pilot in GP practice
Enthusiastic Year 5 students - looking for an opportunity to develop their educator skills - prepared and presented a teaching session for Year 3 students in the practice
Positive Feedback
"I found that teaching helped me also consolidate my own revision but also helped me work on my techniques to teach others by making sure the audience were engaged and keeping the sessions interactive. I definitely think this should be a part of the fifth year GP rotation in the future."
"It was really useful going through the differential diagnoses and I enjoyed how interactive the session was”
Discussion with Year 5 team - idea for SSC
Outline of SSC
4-5 week placement
based in a GP practice with input from CBME - workshops
allow Year 5 students to develop educator and mentoring skills through teaching Year 3 students at the practice
opportunity to design teaching sessions and materials
improve knowledge of teaching methods, giving feedback and evaluation of educational practice
opportunity to apply for QMUL SEED (Student Enhanced Engagement and Development) - educator development award.
Assessment - includes development of Teaching Portfolio
Also chance to develop their own clinical skills at the surgery - supervised surgeries, shadowing GP, Chronic Disease Clinics.
For more information please contact Dr Vidya Mistry (vidya.mistry@qmul.ac.uk)
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