Rheumatology Advance Access originally published online on April 13, 2006
Rheumatology 2006 45(11):1404-1408; doi:10.1093/rheumatology/kel126
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Undergraduate musculoskeletal examination teaching by trained patient educators—a comparison with doctor-led teaching
Rheumatology, Derbyshire Royal Infirmary, Derby, East Midlands and 1Postgraduate Dental and Medical Education School of Community and Health Sciences, University of Nottingham, Nottingham, East Midlands, United Kingdom.
Correspondence to: Nicholas Raj. E-mail: nicholas.raj{at}nhs.net
Background. To compare the core hand and knee examination skills gained by undergraduates taught either by trained patient educators (PEs) or by doctors.
Methods. A total of 50 final year medical students were randomized to receive training from PEs or doctors. Group A were taught hand examination by a PE with rheumatoid arthritis, and knee examination by a PE with osteoarthritis. Group B was taught hand and knee examination by a consultant rheumatologist plus an untrained patient with appropriate signs. All students were taught an established core skills set in small group workshops. Students then undertook two validated objective structured clinical examination (OSCE) stations with two blinded assessors. Pre- and post-teaching questionnaires established the students’ self-reported levels of skills (SRS) and a student evaluation of teaching (SET). The study was analysed as an equivalence trial. A mean difference in OSCE scores of 10% was assumed to be of educational significance.
Results. Although the SET scores of both groups were high, the doctor-led group received higher scores. Aside from this, the two student groups did not differ significantly. There were no significant differences in mean hand OSCE (mean difference = 0.88, P = 0.28, 95% CI = –0.73 to 2.49) or knee OSCE (mean difference = 0.28, P = 0.7, 95% CI = –1.19 to 1.75) scores. Both the upper and lower confidence intervals for each mean difference fell within the 10% range (–2.8 to 2.8 for the hand, and –2.5 to 2.5 for the knee) and equivalence was assumed.
Conclusions. Adequately trained PEs can deliver clearly structured undergraduate skills, teaching with equivalent learning outcomes to those of rheumatology consultants. PEs are a valuable development to augment musculoskeletal education in the face of expanding student numbers.
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  K. Graham, J. M. Burke, and M. Field Undergraduate rheumatology: can peer-assisted learning by medical students deliver equivalent training to that provided by specialist staff? Rheumatology, May 1, 2008; 47(5): 652 - 655. [Abstract] [Full Text] [PDF]
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