Department of General Surgery, Singapore General Hospital, Singapore.
Department of General Surgery, Singapore General Hospital, Singapore.
J Surg Educ. 2024 Nov;81(11):1618-1622. doi: 10.1016/j.jsurg.2024.08.003. Epub 2024 Sep 13.
Traditional surgical education often lacks targeted preparation for the interactive components of examinations, such as viva voce and objective structured clinical examination (OSCE) assessments. We present our approach and explore the efficacy of a near-peer tutoring program aimed at enhancing final-year students' readiness for such assessments.
Project SEPFYR (surgical exam prep for final year exam readiness) was conducted within a near-peer tutoring framework and comprised interactive discussions of selected case scenarios focusing on viva voce techniques and OSCE responses. Pre- and postprogram anonymized web-based surveys were employed to assess perceived self-efficacy among participants, while the Stanford Faculty Development Program-26 (SFDP-26) tool was used to evaluate the performance of tutors.
Near-peer tutoring intervention resulted in improvements in perceived self-efficacy scores among final-year students. Additionally, tutors demonstrated high-quality facilitation skills as evaluated by the SFDP-26.
Near-peer tutoring is a promising approach to enhance surgical examination readiness, particularly in addressing interactive assessment components. This model fosters a supportive learning environment while leveraging the expertise and relatability of near-peer tutors.
传统的外科教育培训往往缺乏针对考试互动环节的有针对性的准备，例如口试和客观结构化临床考试（OSCE）评估。我们介绍了一种方法，并探讨了一种旨在提高最后一年学生准备此类评估的近邻辅导计划的效果。
项目 SEPFYR（为最后一年考试准备的外科考试准备）是在近邻辅导框架内进行的，包括针对口试技巧和 OSCE 反应的选定案例情景的互动讨论。在计划前后使用基于网络的匿名调查来评估参与者的自我效能感，而斯坦福教师发展计划-26（SFDP-26）工具则用于评估导师的表现。
近邻辅导干预措施提高了最后一年学生的自我效能感得分。此外，SFDP-26 评估表明，导师表现出了高质量的促进技能。
近邻辅导是提高外科考试准备的一种很有前途的方法，特别是在解决互动评估部分方面。这种模式促进了支持性的学习环境，同时利用了近邻导师的专业知识和亲和力。
