TY  - BOOK
AU  - Gostelow, N.
AU  - Soothill, G.
AU  - Vawda, S.
AU  - Annan, D.
TI  - Near peer-assisted learning to improve confidence for medical students' situational judgment tests
PY  - 2017///
N1  - NMUH Staff Publications; 30
N2  - &lt;h4&gt;&lt;span style="font-size: 10pt;"&gt;Background: &lt;span style="font-size: 10pt;"&gt;&lt;span style="font-weight: normal;"&gt;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.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/h4&gt;&lt;h4&gt;&lt;span style="font-size: 10pt;"&gt;Aims: &lt;span style="font-size: 10pt;"&gt;&lt;span style="font-weight: normal;"&gt;This study aimed to examine formal SJT preparation available, perceptions of a near peer-delivered course, and to measure improvement in students' confidence.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/h4&gt;&lt;h4&gt;&lt;span style="font-size: 10pt;"&gt;Innovation: &lt;span style="font-size: 10pt;"&gt;&lt;span style="font-weight: normal;"&gt;Foundation doctors ( first 2 years of postgraduate training) produced a "Situational Judgment Test Preparation Course" in November 2015.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/h4&gt;&lt;h4&gt;&lt;span style="font-size: 10pt;"&gt;Methods:&lt;span style="font-weight: normal;"&gt; &lt;/span&gt;&lt;span style="font-size: 10pt;"&gt;&lt;span style="font-weight: normal;"&gt;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.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/h4&gt;&lt;h4&gt;&lt;span style="font-size: 10pt;"&gt;Results: &lt;span style="font-size: 10pt;"&gt;&lt;span style="font-weight: normal;"&gt;Forty-four students completed the feedback. Seventy percent reported &amp;lt;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 &amp;lt; 0.05). Delayed feedback showed sustained improvement in familiarity with knowledge and content (P &amp;lt; 0.05). Qualitative analysis revealed themes of improved confidence, approachable tutors, and identifying question strategies.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/h4&gt;&lt;h4&gt;&lt;span style="font-size: 10pt;"&gt;Discussion: &lt;span style="font-size: 10pt;"&gt;&lt;span style="font-weight: normal;"&gt;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.&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/h4&gt;&amp;nbsp
UR  - https://www.ncbi.nlm.nih.gov/pubmed/29786023
UR  - http://www.educationforhealth.net/downloadpdf.asp?issn=1357-6283;year=2017;volume=30;issue=3;spage=215;epage=222;aulast=Gostelow;type=2
ER  -