School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, Pretoria, South Africa.
Department of Humanities Education, Division of Higher Education, University of Pretoria, Pretoria, South Africa.
Educ Health (Abingdon). 2023 Sep 1;36(3):94-103. doi: 10.4103/efh.efh_225_23. Epub 2023 Dec 22.
The purpose of this study was to explore the use of a modified nominal group technique (mNGT) to inform the curriculum of a Short Learning Programme for peer mentors in the Bachelor of Clinical Medical Practice (BCMP) program.
An mNGT was used to achieve group consensus. Research participants included academic staff and students of the BCMP program called clinical associate (ClinA) students. Two sessions of the nominal group techniques (NGTs) were conducted. Two questions were presented: (1) what should be the learning outcomes of a Short Learning Programme for peer mentors for ClinA students? and (2) what learning activities should be included to achieve the intended learning outcomes?
mNGT groups were both concluded in < 2 h and the costs involved were minimal. The priority outcomes of academic staff were to promote and encourage a positive, inclusive environment to enhance student morale; and to provide insight into the roles that peer mentors should fulfill. The primary objectives of academic staff were to foster and support a welcoming, inclusive atmosphere to boost student morale, as well as to offer guidance on the responsibilities that peer mentors should undertake. The top priorities of students were to provide insight into the role of a ClinA and the personal development of peer mentors. Learning activities suggested included time management and personal growth of peer mentors, "how to be an effective mentor," and leadership skills. The outcomes formulated by research participants reflected the graduate attributes listed by the University of Pretoria as well as generic attributes described by international scholars.
A common NGT was an inexpensive and time-saving way to obtain rank-ordered data from research participants. This modified method ensured an equitable and inclusive approach, ensuring buy-in from all stakeholders, and is useful in the development of a curriculum for Short Learning Programmes. Both staff and students converged on common outcomes related to academic, psychosocial, and ClinA role support MeSH Terms: Consensus; Curriculum; Humans; Leadership; Mentors; Students.
本研究旨在探索使用改良名义小组技术（mNGT）为本科临床实践学士课程（BCMP）的朋辈导师短期学习计划的课程提供信息。
名义小组技术（NGT）用于达成小组共识。研究参与者包括 BCMP 项目的学术人员和学生，称为临床助理（ClinA）学生。进行了两次名义小组技术（NGT）会议。提出了两个问题：（1） 为 ClinA 学生的朋辈导师制定的短期学习计划应该有哪些学习成果？（2） 应包括哪些学习活动来实现预期的学习成果？
mNGT 小组都在 2 小时内完成，涉及的费用最小。学术人员的优先成果是促进和鼓励积极、包容的环境，以提高学生士气；并深入了解朋辈导师应承担的角色。学术人员的主要目标是培养和支持欢迎、包容的氛围，以提高学生士气，并提供指导，说明朋辈导师应承担的职责。学生的首要任务是深入了解 ClinA 的角色和朋辈导师的个人发展。建议的学习活动包括朋辈导师的时间管理和个人成长、“如何成为一名有效的导师”以及领导能力。研究参与者制定的成果反映了比勒陀利亚大学列出的毕业生属性以及国际学者描述的通用属性。
常用的 NGT 是从研究参与者那里获取排序数据的一种廉价且节省时间的方法。这种改良方法确保了公平和包容的方法，确保了所有利益相关者的参与，并有助于短期学习计划课程的开发。员工和学生都达成了与学术、心理社会和 ClinA 角色支持相关的共同成果
共识；课程；人类；领导力；导师；学生。
