Rheumatology Advance Access published online on March 17, 2008
Rheumatology, doi:10.1093/rheumatology/ken048
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Undergraduate rheumatology: can peer-assisted learning by medical students deliver equivalent training to that provided by specialist staff?
Faculty of Medicine, Medical School, The Wolfson Medical School Building, University of Glasgow, University Avenue, Glasgow G12 8QQ, Scotland.
Correspondence to:
M. Field, Wolfson Medical School Building, University of Glasgow, University Avenue, Glasgow G12 8QQ, Scotland. E-mail: m.field{at}clinmed.gla.ac.uk
 |
Abstract |
|---|
Objective. This study addressed whether medical students using peer-assisted learning (PAL) can deliver training comparable with didactic teaching provided by a specialist.
Methods. Twelve senior students were trained in PAL and the gait, arms, legs, spine (GALS) screening technique for musculoskeletal system (MSS) examination. The students recruited and trained 45 year-2 students in the use of GALS. Nineteen students were recruited by a physiotherapist for GALS training tutorials. Trainee responses were compared by analysis of pre/post training confidence (using 100 mm visual analogue scale), course experience questionnaires (using a 5-point Likert scale) including free text comments, and in end of year examinations.
Results. Trainee confidence increased after PAL training from 3.7 to 89.9 (P < 0.0001). There were no significant differences in confidence levels from student trainees after PAL when compared with expert-led teaching. Results from course experience questionnaires demonstrated benefits in all parameters investigated with all students recommending PAL training. No differences between PAL and expert-led training were observed. Free-text comments showed that PAL-trained students perceived that this learning technique has potential to be applied to other areas of training, an observation not raised by expert-trained students. Examination results revealed that PAL-trained and expert-tutored students were respectively, 1.4 and 1.3 times more likely to pass the MSS examination, when compared with students undertaking standard training (P < 0.002 and P = 0.0001, respectively).
Conclusion. PAL is a useful adjunct to musculoskeletal clinical skills training. Students using PAL techniques offered a comparable level of training with that provided by an expert.
KEY WORDS: Peer assisted learning, Undergraduate education, Clinical skills in rheumatology, Student tutors, Physiotherapist tutors, GALS
Submitted 15 August 2007;
revised version accepted 21 January 2008.
CiteULike 
Connotea 
Del.icio.us What's this?