An assessment of student satisfaction with peer teaching of clinical communication skills

BMC Medical Education

Victoria Tischler¹  William J Dalleywater²  Jonathan KA Mills² 

[1] London College of Fashion, University of the Arts London, London, UK;Queens Medical Centre, University of Nottingham Medical School, Nottingham, UK

关键词: Medical education;    Peer-teaching;    Communication skills;   

Others  :  1090642
DOI  :  10.1186/1472-6920-14-217

 received in 2013-09-23, accepted in 2014-10-03,  发布年份 2014

【 摘 要 】

Background

Peer teaching is now used in medical education with its value increasingly being recognised. It is not yet established whether students differ in their satisfaction with teaching by peer-teachers compared to those taught by academic or clinical staff. This study aimed to establish satisfaction with communication skills teaching between these three teaching groups.

Methods

Students participated in a role-play practical facilitated either by clinicians, peer-teachers or non-clinical staff. A questionnaire was administered to first-year medical students after participating in a communication skills role-play session asking students to evaluate their satisfaction with the session. Data were analysed in SPSS 20.

Results

One hundred and ninety eight students out of 239 (83%) responded. Students were highly satisfied with the teaching session with no difference in satisfaction scores found between those sessions taught by peers, clinical and non-clinical staff members. 158 (80%) considered the session useful and 139 (69%) strongly agreed tutors facilitated their development. There was no significant difference in satisfaction scores based on tutor background.

Conclusions

Satisfaction is as high when tutored by peer-teachers compared to clinicians or non-clinical staff. Constructive feedback is welcomed from a range of personnel. Final-year students could play an increasing role in the teaching of pre-clinical medical students.

【 授权许可】

   
2014 Mills et al.; licensee BioMed Central Ltd.

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