Effekte von Peer Teaching in einem geburtshilflich-gynäkologischen Praktikum
Frobenius W, Ganslandt T, Juenger J, Beckmann M, Cupisti S (2009)
Publication Type: Journal article
Publication year: 2009
Journal
Book Volume: 69
Pages Range: 848-855
Journal Issue: 9
Abstract
Obstetrics gynecology medical education peer teaching block course OSCE Background: Due to limited staffing resources and the need to preserve patients' privacy, it is difficult to improve the assessed practical courses in gynecology required by law for the licensing of physicians in Germany (Ärztliche Approbations- ordnung, ÄAppO). A previously published project showed that including structured practical teaching (skills training) using suitable obstetric and gynecological models in courses taught by specially trained student teachers (peer teachers) represents a potential solution to the problem. However, there are as yet no data regarding the effectiveness of this approach. Aim: Aim of the study was to determine the effectiveness of a peer-assisted skills training for students as part of a gynecological and obstetric practical course for theoretical and practical examinations (objective structured clinical examination, mini-OSCE) (primary end point). How do students who have been taught in this way rate the educational quality, teaching atmosphere, personal learning progress, and this type of practical course overall (secondary end points)? Methods: Following the implementation of a skills training section during a practical course, students (n = 139) were randomly assigned to 24 groups. Most groups consisted of six participants. Half of these groups, with a total of 71 students, received peer teaching during skills training, while the other half (n = 68) were taught by postgraduate lecturers. The rest of the one-week practical course, including the theoretical and practical examinations, was identical for all groups. The results of a theoretical and practical examination, also newly implemented (primary end point) and the results of the evaluation before (comparability of the groups) and after the practical course (secondary end points) were analyzed. Results: The groups taught by postgraduate lecturers did not differ with regard to age, sex, num die Ergebnisse der Evaluation vor (Vergleichbarkeit der Gruppen) und nach dem Praktikum (sekundare Endpunkte). Ergebnisse: Die von postgraduierten Dozenten unterrichteten Gruppen unterschieden sich hinsichtlich Alter, Geschlecht, Semesterzahl und fachspezifischer Vorbildung nicht von den durch Peer Teacher geschulten Studierenden. An den 3 überwiegend praktischen OSKE-Stationen erzielten die Studierenden der Post- graduierten-Gruppe 58,26±3,2 (95%-KI 57,5-59,5) von 62 Punkten, in der Peer-Teacher-Gruppe waren es 58,82±2,6 (95%-KI 58,2-59,4) (p = 0,27). Bei der Bearbeitung der Stationen mit Fall- darstellungen, fur die beiden Gruppen in Seminaren von postgra- duierten Dozenten vermittelter Stoff relevant war, erreichte die Postgraduierten-Gruppe 26,52±3,2 (95%-KI 25,7-27,3) von 30 Punkten, in der Peer-Teacher-Gruppe waren es 26,29 ±2,7 (95%-KI 25,6-27,0) (p = 0,64). Auch in der abschließenden Evaluation hinsichtlich Motivation der Ausbilder, Lernklima sowie Effektivität der praktischen Prüfungsvorbereitung gab es keine signifikanten Unterschiede. Die postgraduierten Dozenten schnitten lediglich bei der Vermittlung des theoretischen Hintergrunds und der Beantwortung von Fragen signifikant besser ab als die Peer Teacher. Schlussfolgerung: Zur Vermittlung der Prinzipien grundlegender praktischer ärztlicher Fertigkeiten in einem frauenheilkund- lichen Blockpraktikum ist ein Teaching durch speziell geschulte Peers ebenso effektiv wie der Unterricht durch postgraduierte Dozenten. ber of completed semesters, or prior specialist training from the students who were taught by the peer teachers. In the purely practical OSCE stations, the students in the postgraduate group achieved 58.26 ±3.2 (95 % CI, 57.5-59.5) out of a total of 62 points, while in the peer teacher group they scored 58.82 ±2.6 (95% CI, 58.2-59.4) (p = 0.27). In dealing with the case descriptions, for which material taught to both groups in seminars by postgraduate lecturers was relevant, the postgraduate group achieved 26.52±3.2 (95% CI, 25.7-27.3) of 30 points, while in the peer teacher group the figure was 26.29 ±2.7 (95% CI, 25.6-27.0) (p = 0.64). In the final evaluation regarding the motivation of the trainers, the teaching atmosphere, and the effectiveness of preparation for the practical examination, no significant differences were found. The postgraduate lecturers only had significantly better results than the peer teachers when conveying the theoretical background and responding to questions. Conclusions: To communicate the principles of basic practical medical skills in a gynecological practical course, teaching by specially trained peers is just as effective as teaching by postgraduate teachers. © Georg Thieme Verlag KG Stuttgart.
Authors with CRIS profile
Wolfgang Frobenius
Medizinische Fakultät
Thomas Ganslandt
Lehrstuhl für Medizinische Informatik
Matthias Beckmann
Lehrstuhl für Geburtshilfe und Frauenheilkunde
Involved external institutions
Germany (DE)How to cite
APA:
Frobenius, W., Ganslandt, T., Juenger, J., Beckmann, M., & Cupisti, S. (2009). Effekte von Peer Teaching in einem geburtshilflich-gynäkologischen Praktikum. Geburtshilfe und Frauenheilkunde, 69(9), 848-855. https://doi.org/10.1055/s-0029-1185748
MLA:
Frobenius, Wolfgang, et al. "Effekte von Peer Teaching in einem geburtshilflich-gynäkologischen Praktikum." Geburtshilfe und Frauenheilkunde 69.9 (2009): 848-855.
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