Near peer-assisted learning to improve confidence for medical students' situational judgment tests
Gostelow, N.
Near peer-assisted learning to improve confidence for medical students' situational judgment tests - 2017
NMUH Staff Publications 30
<h4><span style="font-size: 10pt;">Background: <span style="font-size: 10pt;"><span style="font-weight: normal;">The situational judgment test (SJT) was introduced for all graduating United Kingdom medical students in 2013. Students have anxiety over time pressures and heavy weighting of a single examination.</span></span></span></h4><h4><span style="font-size: 10pt;">Aims: <span style="font-size: 10pt;"><span style="font-weight: normal;">This study aimed to examine formal SJT preparation available, perceptions of a near peer-delivered course, and to measure improvement in students' confidence.</span></span></span></h4><h4><span style="font-size: 10pt;">Innovation: <span style="font-size: 10pt;"><span style="font-weight: normal;">Foundation doctors ( first 2 years of postgraduate training) produced a "Situational Judgment Test Preparation Course" in November 2015.</span></span></span></h4><h4><span style="font-size: 10pt;">Methods:<span style="font-weight: normal;"> </span><span style="font-size: 10pt;"><span style="font-weight: normal;">Feedback was collected via Likert scores rating teaching, a mock examination, and pre- and post-course confidence along with free-text responses. Delayed feedback was collected via an online survey.</span></span></span></h4><h4><span style="font-size: 10pt;">Results: <span style="font-size: 10pt;"><span style="font-weight: normal;">Forty-four students completed the feedback. Seventy percent reported <2 h of university SJT preparation. There were significant post-course improvements in familiarity with structure, scoring system, knowledge and content, and overall SJT confidence (P < 0.05). Delayed feedback showed sustained improvement in familiarity with knowledge and content (P < 0.05). Qualitative analysis revealed themes of improved confidence, approachable tutors, and identifying question strategies.</span></span></span></h4><h4><span style="font-size: 10pt;">Discussion: <span style="font-size: 10pt;"><span style="font-weight: normal;">Students perceived a lack of formal SJT preparation which was reflected in low pre-course confidence. Improvements in confidence may reflect a unique insight into how to approach the examination from those having recently undertaken it.</span></span></span></h4>
Near peer-assisted learning to improve confidence for medical students' situational judgment tests - 2017
NMUH Staff Publications 30
<h4><span style="font-size: 10pt;">Background: <span style="font-size: 10pt;"><span style="font-weight: normal;">The situational judgment test (SJT) was introduced for all graduating United Kingdom medical students in 2013. Students have anxiety over time pressures and heavy weighting of a single examination.</span></span></span></h4><h4><span style="font-size: 10pt;">Aims: <span style="font-size: 10pt;"><span style="font-weight: normal;">This study aimed to examine formal SJT preparation available, perceptions of a near peer-delivered course, and to measure improvement in students' confidence.</span></span></span></h4><h4><span style="font-size: 10pt;">Innovation: <span style="font-size: 10pt;"><span style="font-weight: normal;">Foundation doctors ( first 2 years of postgraduate training) produced a "Situational Judgment Test Preparation Course" in November 2015.</span></span></span></h4><h4><span style="font-size: 10pt;">Methods:<span style="font-weight: normal;"> </span><span style="font-size: 10pt;"><span style="font-weight: normal;">Feedback was collected via Likert scores rating teaching, a mock examination, and pre- and post-course confidence along with free-text responses. Delayed feedback was collected via an online survey.</span></span></span></h4><h4><span style="font-size: 10pt;">Results: <span style="font-size: 10pt;"><span style="font-weight: normal;">Forty-four students completed the feedback. Seventy percent reported <2 h of university SJT preparation. There were significant post-course improvements in familiarity with structure, scoring system, knowledge and content, and overall SJT confidence (P < 0.05). Delayed feedback showed sustained improvement in familiarity with knowledge and content (P < 0.05). Qualitative analysis revealed themes of improved confidence, approachable tutors, and identifying question strategies.</span></span></span></h4><h4><span style="font-size: 10pt;">Discussion: <span style="font-size: 10pt;"><span style="font-weight: normal;">Students perceived a lack of formal SJT preparation which was reflected in low pre-course confidence. Improvements in confidence may reflect a unique insight into how to approach the examination from those having recently undertaken it.</span></span></span></h4>