Hunter Sophie, Lim Ee Jane
Anaesthetics, The Royal Free Hospital, London, GBR.
Cureus. 2025 Mar 28;17(3):e81334. doi: 10.7759/cureus.81334. eCollection 2025 Mar.
Introduction Anaesthetic exams are challenging and require doctors in training (residents) to study alongside performing their clinical duties. Near-peer teaching involves students who are more advanced in a subject teaching other students. This teaching model is based on the Self Determination Theory to encourage trainee self-motivation in anaesthetic training. In this study, we aimed to determine if this could be implemented within a local teaching programme. Methods A cohort of 16 Novice Anaesthetists (NA) participated in a protected fortnightly teaching programme lasting half a day to cover a key theme of the Primary Fellowship of the Royal College of Anaesthetists (FRCA) syllabus. 'Bite-sized' topics were allocated to participants who were given 45 minutes to research their topics before presenting back to their colleagues. A post-Primary FRCA resident facilitated peer-led discussions and ensured that topics were explored appropriately throughout each session. Likert scale and free text questionnaires were used to obtain feedback from those involved and other educational stakeholders and was collated pre- and six months post-implementation of the teaching programme. Results All 16 (100%) residents felt that the small-group teaching was conducive to their learning, increased learner confidence, understanding and ability to talk through difficult topics. Feedback obtained from College Tutors indicates that this teaching model improves teaching delivery without requiring a large faculty. Enabling senior trainees to facilitate while using their Educational Development Time (EDT) ensures sustainability. All residents who partook in the programme were more likely to carry out personal study outside of teaching and would recommend this teaching programme to incoming anaesthetists. Conclusions This study demonstrates a high-impact, sustainable and simple-to-implement teaching model. Its key strength lies in encouraging independent, autonomous learning to take place, with senior guidance.
引言
麻醉学考试具有挑战性，要求住院医生在履行临床职责的同时进行学习。近伴教学是指在某一学科上较为先进的学生教授其他学生。这种教学模式基于自我决定理论，以鼓励麻醉学培训学员的自我激励。在本研究中，我们旨在确定这种教学模式是否可以在当地的教学计划中实施。
方法
一组16名初级麻醉医生（NA）参加了为期两周的半天教学计划，该计划重点围绕皇家麻醉师学院初级奖学金（FRCA）教学大纲的一个关键主题。将“小而精”的主题分配给参与者，他们有45分钟时间研究主题，然后向同事进行汇报。一名FRCA初级后的住院医生协助进行同伴主导的讨论，并确保在每个课程中对主题进行适当探讨。使用李克特量表和自由文本问卷从参与人员和其他教育利益相关者那里获取反馈，并在教学计划实施前和实施六个月后进行整理。
结果
所有16名（100%）住院医生都认为小组教学有助于他们的学习，增强了学习者的信心、理解能力以及讨论难题的能力。从学院导师那里获得的反馈表明，这种教学模式在不需要大量教师的情况下提高了教学效果。让高年级学员在使用他们的教育发展时间（EDT）时进行协助确保了可持续性。所有参加该计划的住院医生更有可能在教学之外进行个人学习，并会向新入职的麻醉医生推荐这个教学计划。
结论
本研究展示了一种具有高影响力、可持续且易于实施的教学模式。其关键优势在于鼓励在资深指导下进行独立、自主的学习。
