Anazor Fitzgerald, Uthraraj Nachappa Sivanesan, Bakti Nik I
Trauma and Orthopaedics, William Harvey Hospital, Ashford, GBR.
Cureus. 2022 Nov 22;14(11):e31788. doi: 10.7759/cureus.31788. eCollection 2022 Nov.
A junior doctor teaching program delivered by near-peers can foster collaboration in a less-pressured and conducive learning environment. The aim of this study was to provide an analysis of an orthopedic teaching program in a high-resource environment utilizing readily available tools and resources that are potentially available in most hospitals globally. Methods: This study involved the utilization of an outcome-based learning approach with regular formal feedback. An anonymized Google Forms survey using a 10-point Likert scale was conducted after a 30-week period. The survey tool was sent out to 28 doctors and two senior nurse practitioners who participated in the program either as tutors, learners, or both. A total of 19 out of 30 respondents completed the survey giving a 63% survey completion rate. The setting for this study was the trauma and orthopedics department in a United Kingdom district general hospital.
Learners' confidence in their orthopedic knowledge and skills pre-program had a median response of eight with a mode of seven whereas confidence following engagement on the program improved with a median response of nine and a mode of 10. At an alpha level of 0.05, this observed improvement was statistically significant using the Mann-Whitney U test (p=0.466). Tutors' perception of the usefulness of the teaching feedback had a median response of nine with a mode of 10. Relevance of the selected topics had a median response of nine and a mode of 10. Inclusion in the teaching program to cater to learner diversity had a median response of nine and a mode of 10. The effectiveness of a blended approach for learning had a median response of nine and a mode of 10. Conclusion: This study has provided evidence of the benefits of a near-peer teaching program. This is especially important in the post-coronavirus disease (COVID) pandemic recovery period where easily accessible and well-grounded educational programs will be useful to complement the deanery teachings for trainees. This is important as this may be the main source of formal teaching for non-trainee junior doctors in many hospital settings. Additional research will be needed to further explore the pros and cons of such programs within a surgical specialty like orthopedics with an emphasis on the various pedagogical approaches to teaching and learning for junior doctors working in a busy clinical setting.
由近龄同行开展的初级医生教学项目能够在压力较小且有益的学习环境中促进协作。本研究的目的是利用全球大多数医院可能具备的现成工具和资源，对高资源环境下的骨科教学项目进行分析。方法：本研究采用基于结果的学习方法并提供定期的正式反馈。在30周的周期结束后，使用10分制李克特量表进行了匿名的谷歌表单调查。该调查工具被发送给28名医生和两名高级护士从业者，他们以导师、学习者或两者的身份参与了该项目。30名受访者中有19人完成了调查，调查完成率为63%。本研究的开展地点是英国一家地区综合医院的创伤与骨科部门。结果：学习者在项目开始前对其骨科知识和技能的信心，中位数回答为8，众数为7；而参与项目后的信心有所提高，中位数回答为9，众数为10。在0.05的显著性水平下，使用曼-惠特尼U检验，观察到的这种改善具有统计学意义（p = 0.466）。导师对教学反馈有用性的看法，中位数回答为9，众数为10。所选主题的相关性，中位数回答为9，众数为10。教学项目中考虑学习者多样性的情况，中位数回答为9，众数为10。混合式学习方法的有效性，中位数回答为9，众数为10。结论：本研究证明了近龄同行教学项目的益处。这在冠状病毒病（COVID）大流行后的恢复期尤为重要，在这个时期，易于获取且基础扎实的教育项目将有助于补充为实习医生提供的地区教学。这很重要，因为在许多医院环境中，这可能是非实习初级医生正式教学的主要来源。还需要进一步的研究来进一步探讨此类项目在骨科等外科专业中的优缺点，重点是针对在繁忙临床环境中工作的初级医生的各种教学方法。
