Being student medical educators (oslo 2013)

Reflections on Student-led

Medical Education Patrik Bachtiger

Sindhu B Naidu

Tanmay Kanitkar

Owain Donnelly

Vruti Dattani

It wouldn’t be a talk on Education without some objectives…

At the end of this lecture, you will:

• Understand the concept of student-led teaching

• Outline how to set up and teach a workshop, lecture or OSCE

• List some reasons why YOU should get involved

• Our experiences

• BREAK (we’ve been told there might be food?!)

• Quick demonstration

Where have we come from?

• UCL Medical School • Founded 1834 • Campus in Central London’s

Bloomsbury • 6-year course, 330 students

per year • Continually developing

curriculum

What is student-led Medical Education?

•Medical students sharing knowledge and skills amongst themselves.

•Usually restricted to social groups or passed down from seniors

• Rarely beyond the scale of small groups

UCLU Medical Society

PRESIDENT

Vice President

Section Chairs

and Sub-Committees

Vice President Academics

Research Chair of

Education

SECRETARY TREASURER

Enterprise and Critical care & Anaesthetics Debating Global Medicine General Medicine Medical Leadership & Management

O&G Oncology Orthopaedics Paediatrics Psychiatry Radiology Research SportsMedicine Neurology Innovation

Cooperation not competition

• Student-led teaching not suitable for running an entire curriculum

• Works best alongside formal teaching, with support from senior staff

The blind leading the blind? Evidence for peer-led teaching

Article Country Some keys points

A systematic review of peer teaching and learning in clinical education - Secomb, 2008

Australia and 4 other countries

• Students have many benefits from teaching and learning, such as cognitive improvement

Peer-led training and assessment in basic life support for healthcare students: synthesis of literature review and fifteen years practical experience. - Harvey et al., 2012

Birmingham, UK

• Students enjoy peer teaching and think that their peers are good teachers • 99% of students prefer peers to clinicians • Student teachers develop useful and transferable skills

A peer-led supplemental tutorial project for medical physiology: implementation in a large class - Kibble, 2009

St George’s, West Indies

• Students’ knowledge improve after peer tutoring • 100% of peer tutors would recommend this experience to their colleagues

Understanding the experience of being taught by peers: the value of social and cognitive congruence. - Lockspeiser et al., 2008.

USA • Students have more “cognitive congruence”: they can tailor their explanations better • Students are more approachable teachers

Student teachers can be as good as associate professors in teaching clinical skills. - Tolsgaard et al., 2007

Denmark • A RCT comparing students and associate professors found that students teaching skills were comparable to or exceeding that of the professors

Evaluation of the peer teaching program at the University children´s hospital Essen – a single center experience. - Büscher et al., 2013.

Germany • Student tutors performed better at exams • Students need only a small amount of training to be as good as learned doctors in teaching

Peer teaching in medical education: twelve reasons to move from theory to practice. - Cate & Durning, 2007.

Netherlands, USA

• There are many good reasons, and a lot of evidence from literature and from practice, to incorporate peer teaching into the curriculum

Some themes from the literature

1. Degree of qualification doesn’t correlate to quality as a teacher

2. Students often prefer to be taught by their peers

3. Academic improvement of both parties

4. Cognitive congruence

Our contributions so far

• IAMSE 2013, St Andrews, Scotland

• AMEE 2013, Prague, Czech Republic

• FRAMPEIK 2013, Oslo, Norway

The contribution you could make

•Great opportunity to further strengthen evidence-base

• Students positively welcomed at conferences

• Potential advantages in later careers

EVERYTHING CLEAR SO FAR?

2012-13 Timetable

WIWIHK Part 1

Sept 2012 June/ July 2013

Clinical Data Interpretation

WIWIHK Part 2

Jan 2013 Case-based lecture series

MOSCE Y1+2 OSCE

OSCE Workshop

EXAMS!

OSCE

Workshop

Lecture

KEY

Lecture

•2 tutors

•100-150 students

•Usually 1-2 hours

•Venue: Lecture theatre

WIWIHK Part 1


WIWIHK Part 2

Jan 2013 Case-based lecture series

EXAMS!

FOUR EXAMPLE TITLE SLIDES

Workshop

• 2 tutors

• 20-30 students

• Usually 30-45 mins

• Venue: Classroom/seminar room


Clinical Data Interpretation

Jan 2013

OSCE Workshop

EXAMS!

- Chest x-rays - Full blood count - Liver function, and urea & electrolytes - ECGs

- Histories -Explaining procedures -Ethics & law -Epidemiology

OSCE practice

•2 tutors per station

•4 students per station

•Venue: Clinical skills lab


Jan 2013

MOSCE

EXAMS!

Y1+2 OSCE

EXAMS!

YEAR 1+2

YEAR 4

ANY QUESTIONS???

The Journey…

Event

Planning Recruitment

of Tutors

Room

Bookings Niche in

curriculum

identified...

PUBLICITY

!

Nearly there…

T – 3 weeks:

• Content vetted by medical school

• Adjustments

3 weeks prior: Event ready…

Date of Event: Successful delivery!

T – 2 weeks:

• Final copy send to Committee

• Final adjustments

T – 1 week:

• PRACTICE

• Supplementary materials

Event

Planning Recruitment

of Tutors

Room

Bookings Niche in

curriculum

identified...

PUBLICITY

!

GREAT SUCCESS

Lecture-based

Classroom- based

OSCE

The Journey…

It can feel like this sometimes…. ….But that’s not to say it isn’t totally worth it!!!

A team-based approach

None of our events were delivered by a single teacher

Good variation of stimulus for students

In preparing we would learn from each other

Insert picture of success

How do we know what we did was actually any good?

Quality of teaching “Lecturers are extremely knowledgeable and have given good time to improving examination technique. They encourage student participation and can answer questions confidently.”

“Case studies were brilliant and lecture taught in a useful and logical manner.”

“Clear objectives, good focus on what students need to know for exams.”

Student improvement

“Very friendly students, made me feel comfortable to ask questions.”

“Good summary of what we should know.”

Student improvement

“Very friendly students, made me feel comfortable to ask questions.”

“Good summary of what we should know.”

End of year survey

“I don't know what I would do without the Medsoc education teaching! Really highlights what we need to know + what is most important both for exams and patient safety. Thank you!!”

End of year survey

“Probably the most useful guidance with the curriculum came from Medsoc.”

“Medsoc has been far superior in all aspects of teaching. It is more concise and better focused and relevant than anything the med school provides on Moodle.”

Benefits for you! Consolidate knowledge

Useful for exams

Develop teaching skills

Build confidence

Research

Résumé/CV

Fun!

VIL DU BLI STUDENTFORELESER?

• Enthusiasm

• Knowledge

•Dedication

• Confidence

• Know your limits

• Preparation and practice

It wouldn’t be a talk on Education without some objectives…

At the end of this lecture, you will:

• Understand the concept of student-led teaching

• Outline how to set up and teach a workshop, lecture or OSCE

• List some reasons why YOU should get involved

• Our experiences

• BREAK (we’ve been told there might be food?!)

• Quick demonstration