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Near peer-assisted learning to improve confidence for medical students' situational judgment tests

By: Contributor(s): Publication details: 2017Uniform titles:
  • Education for Health
Online resources: Summary: <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>&nbsp;
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&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;

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