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Reading: Near-Peer Teaching Program for First Year Residents in Medicine

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Original Research Paper

Near-Peer Teaching Program for First Year Residents in Medicine

Authors:

K. Krishna ,

Professor of Medicine & Rheumatologist, Bharati Vidyapeeth University Medical College & Hospital, Pune, IN
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V.A. Saoji,

Dean, Bharati Vidyapeeth University Medical College & Hospital, Pune, IN
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A.G. Diwan,

Professor & Head Medicine, Bharati Vidyapeeth University Medical College & Hospital, Pune, IN
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S. Iyyer,

Professor & Head Emergency Medicine, Bharati Vidyapeeth University Medical College & Hospital, Pune, IN
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P. Dave,

Professor Medicine, Bharati Vidyapeeth University Medical College & Hospital, Pune, IN
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E. Sada,

Associate Professor, Anaesthesia & Intensivist, Bharati Vidyapeeth University Medical College & Hospital, Pune, IN
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P. Zhedge

Associate Professor, Anaesthesia & Intensivist, Bharati Vidyapeeth University Medical College & Hospital, Pune, IN
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Abstract

Introduction: A structured Near-Peer Teaching (NPT) program for Junior Residents (JRs) appears to be a promising method for developing a culture for teaching and learning among postgraduate students. It was felt that teaching and learning practical skills for postgraduate students in medicine are usually not structured or program based.

Objectives: 1) To create awareness, introduce the concept and implement a NPT program for residents in Medicine. 2) To enhance deeper learning and teaching skills of Senior Residents (SRs) and competence of JRs.

Methods: Our faculty members identified 3 competencies (one psychomotor skills and 2 higher cognitive) - topics of importance for emergency and critical care. Ten modules were designed and faculty members involved teaching sessions for SRs. Then SRs conducted the sessions for JRs.

Results: JRs felt that the program enhanced their knowledge, cognitive and psychomotor skills. SRs felt it had made them more confident, enhanced their clinical decision making, problem solving ability and overall development. SRs felt enthusiastic to read so that they could teach better. Faculty felt that NPT generated enthusiasm; encouraged SRs to read, clarified their own concepts before teaching. All felt that the overall experience was good and felt that the NPT program was beneficial and should be continued for the upcoming batches and internalized into their postgraduate teaching program.

How to Cite: Krishna, K., Saoji, V.A., Diwan, A.G., Iyyer, S., Dave, P., Sada, E. and Zhedge, P., 2017. Near-Peer Teaching Program for First Year Residents in Medicine. South-East Asian Journal of Medical Education, 11(1), pp.32–37. DOI: http://doi.org/10.4038/seajme.v11i1.6
Published on 01 Jun 2017.
Peer Reviewed

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