Challenging pedagogical styles of teaching: Amalgamating blended learning with near-peer teaching for integrated structured clinical examination (ISCE) preparation

Srinivasan, Sripradha, Baskaran, Ravanth, Mukhopadhyay, Srinjay, Permauna Garage, Movin, Ng, Vincent, Dalavaye, Nishaanth, De Almeida, Andreia ORCID: https://orcid.org/0000-0002-6889-1503 and Hassoulas, Athanasios ORCID: https://orcid.org/0000-0002-1029-1847 2023. Challenging pedagogical styles of teaching: Amalgamating blended learning with near-peer teaching for integrated structured clinical examination (ISCE) preparation. BMC Medical Education

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Abstract

Introduction Near-peer blended learning is a method of combining online virtual teaching with traditional face-to-face lectures delivered by senior students. In this study, we wanted to evaluate the student perceptions of this novel method of education and characterise its overall effectiveness. Methods A hybrid Integrated Science and Clinical Examination (ISCE) revision session was hosted simultaneously in-person and online. The session was delivered by fourth-year medical students to over 100 second-year medical students. A survey was sent to students prior to the session to deduce the topics they required most help in. Feedback forms evaluated students’ confidence, satisfaction with the format of the session, and overall student engagement using blended learning with free text responses which recorded individual opinions of students. Tutor perceptions were also obtained using feedback forms that assessed knowledge, confidence, whether they would attend, and teach a hybrid event in the future and their personal preferences on teaching styles. Results The results showed that students had a much better understanding of the content after the session and the format was deemed well-suited for delivering ISCE teaching (p = 0.001). Thematic analysis revealed students preferred a hybrid approach for ISCE teaching considering it catered to a wider audience. Live demonstrations that are not well executed in virtual formats are compensated for with in-person teaching. 96% of participants expressed that the material was aimed at their level due to relatability achieved through near-peer teaching. Three of the four tutors preferred a hybrid method of teaching while one preferred a sole online model. An overall increase in tutors’ knowledge and confidence was seen after the session. Conclusion Overall positive feedback provides evidence that blended learning using near-peer teaching should be utilised by educational institutions with the potential of revolutionising the delivery of medical education in this post-pandemic.

Item Type:	Article
Status:	In Press
Schools:	Medicine
Publisher:	BioMed Central
ISSN:	1472-6920
Last Modified:	02 Aug 2023 14:15
URI:	https://orca.cardiff.ac.uk/id/eprint/161244

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