Chopra Nitin, Zhou Davis B, Fallar Robert, Chadha Nisha
Department of Ophthalmology, Icahn School of Medicine at Mount Sinai/New York Eye & Ear, Eye and Vision Research Institute, New York, New York.
Department of Ophthalmology, Icahn School of Medicine at Mount Sinai/New York Eye & Ear, Eye and Vision Research Institute, New York, New York.
J Surg Educ. 2020 Nov-Dec;77(6):1503-1510. doi: 10.1016/j.jsurg.2020.05.012. Epub 2020 Jun 22.
To determine the impact of near-peer teaching experiences in the ophthalmology branch of the East Harlem Health Outreach Program (EHHOP), a student-run clinic, on teaching skills of fourth-year medical student Teaching Seniors (TS).
Mixed-methods observational study, including online survey and telephone interview.
Student-run ophthalmology clinic affiliated with the Icahn School of Medicine at Mount Sinai and Mount Sinai Hospital, a tertiary-care center in New York, NY.
All EHHOP TS alumni from 2014 to 2019 were eligible for inclusion in our study. All 14 alumni participated in the survey, and 8 participated in the follow-up interview.
EHHOP ophthalmology TS alumni were surveyed via an online survey and subsequent, optional, individual telephone interview. The web survey queried former TS on the impact of EHHOP ophthalmology experiences on self-reported teaching skills and comfort with teaching. Quantitative analysis of survey questions and qualitative analysis of telephone responses was performed and analyzed for themes.
Majority of participants reported increased comfort teaching ophthalmology concepts, teaching the slit-lamp exam, and serving as mentors as a result of their experience. Qualitative analysis of telephone interviews revealed 4 major themes: (1) TS were a self-selected group of individuals with prior interest in teaching, (2) Teaching experiences in EHHOP had a positive impact in many teaching-related domains, (3) TS perceptions of teaching skills gained did not necessarily align with junior students' perceptions of teaching received, and (4) despite increased confidence and satisfaction with teaching experiences, TS desired more formal instruction in teaching.
While TS perceptions of teaching skills gained in EHHOP ophthalmology were overwhelmingly positive, TS still desired formal instruction in teaching. Additionally, the effectiveness of near-peer education in a subspecialty like ophthalmology, with limited formal curricular time, may be more effective later in training, when a more solid foundation of knowledge is acquired.
确定东哈莱姆健康外展项目（EHHOP，一个学生运营的诊所）眼科分支中的近龄同伴教学经历对四年级医学生教学高年级学生（TS）教学技能的影响。
混合方法观察性研究，包括在线调查和电话访谈。
与西奈山伊坎医学院和西奈山医院相关联的学生运营的眼科诊所，西奈山医院是纽约州纽约市的一家三级医疗中心。
2014年至2019年所有EHHOP TS校友均符合纳入本研究的条件。所有14位校友参与了调查，8位参与了后续访谈。
通过在线调查以及随后可选的个人电话访谈对EHHOP眼科TS校友进行调查。网络调查询问了前TS关于EHHOP眼科经历对自我报告的教学技能和教学舒适度的影响。对调查问题进行定量分析，并对电话回复进行定性分析以找出主题。
大多数参与者报告称，由于他们的经历，在教授眼科概念、进行裂隙灯检查教学以及担任导师方面的舒适度有所提高。电话访谈的定性分析揭示了4个主要主题：（1）TS是一群自我选择且之前对教学有兴趣的个体；（2）EHHOP的教学经历在许多与教学相关的领域产生了积极影响；（3）TS对所获得教学技能的认知不一定与低年级学生对所接受教学的认知一致；（4）尽管对教学经历的信心和满意度有所提高，但TS仍希望获得更多正式的教学指导。
虽然TS对在EHHOP眼科获得的教学技能的认知绝大多数是积极的，但TS仍希望获得正式的教学指导。此外，在眼科等亚专业中，近龄同伴教育在正式课程时间有限的情况下，可能在培训后期，即获得更坚实的知识基础后，会更有效。
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