| 000 | 03301cam a2200205 4500 | ||
|---|---|---|---|
| 001 | NMDX7909 | ||
| 008 | 120401t2017 xxu||||| |||| 00| 0 eng d | ||
| 100 | _aGostelow, N. | ||
| 240 | _aEducation for Health | ||
| 245 | _aNear peer-assisted learning to improve confidence for medical students' situational judgment tests | ||
| 260 | _c2017 | ||
| 500 | _aNMUH Staff Publications | ||
| 500 | _a30 | ||
| 520 | _a<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 &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 &lt; 0.05). Delayed feedback showed sustained improvement in familiarity with knowledge and content (P &lt; 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; | ||
| 700 | _aSoothill, G. | ||
| 700 | _aVawda, S. | ||
| 700 | _aAnnan, D. | ||
| 856 | _uhttps://www.ncbi.nlm.nih.gov/pubmed/29786023 | ||
| 856 | _uhttp://www.educationforhealth.net/downloadpdf.asp?issn=1357-6283;year=2017;volume=30;issue=3;spage=215;epage=222;aulast=Gostelow;type=2 | ||
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