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- Title
Erfahrungen mit wechselseitigen Untersuchungen (Peer-to-Peer): eine Querschnittsstudie unter Studierenden nach dem Untersuchungskurs.
- Authors
Scheins, Hanna; Braun, Gracia; Krumpholtz, Yelda; Weltermann, Birgitta
- Abstract
Background: Physical examination is a core medical skill and central to the clinical education of students. Peer-to-peer examination (PPE) in small groups with partial undressing is a well established didactic method. However, studies from various fields suggest that PPE impairs learning with subsequent deficits in physical examination. In this study, students were asked about their perceptions of PPE and preferences for course development. Methods: This web-based cross-sectional study surveyed medical students who had completed the examination course 2-4 semesters ago. The questionnaire addressed students' sociodemographic characteristics, their experiences with PPE, and their preferences for improving the course format. A logistic regression model analyzed the relationship between students' willingness to participate in PPE and preferences for enhancing the learning format. Results: The response rate was 39.5% (n= 156); 73.4% were female. The majority agreed that PPE is an important experience for future physicians (96.5%, n= 138), PPE is an appropriate teaching method (89.5%, n= 128), and they felt increasingly comfortable during the course (75.2%, n= 107). However, 13.3% (n= 19) of students were unwilling to be examined, and 22.4% (n= 32)were unwilling to be examined on ≥ 1 body part. In addition, 31.5% (n= 45) reported ≥ 1 issue with learning using PPE, and 12.2% (n= 17) felt forced to participate. Students chose on average 5.8 of 14 (standard deviation 1.9) suggestions to adapt the course format. Students who were unwilling to participate in PPE of ≥ 1 body region (23.8%, n= 34) were significantly more likely to indicate course modifications: training first on dummies (35.3% vs. 12%, p= 0.005) or actors trained as standardized patients (23.5%vs. 5.6%, p= 0.005), room separation by curtains (54.8% vs. 17.9%, p< 0.001), and same-sex tutors (24.2% vs. 1.9%, p< 0.001). Conclusion: Most students rated PPE positively, but about 30% indicated that they were not satisfied with the format. Options to further develop the teaching format were particularly preferred by students who were more uncomfortable with peer-topeer physical examinations.
- Subjects
MEDICAL students; CLINICAL competence; ACTING education; TEACHING methods; LOGISTIC regression analysis; SIMULATED patients
- Publication
ZFA: Zeitschrift für Allgemeinmedizin, 2023, Vol 99, Issue 7, p339
- ISSN
0937-6801
- Publication type
Article
- DOI
10.1007/s44266-023-00123-2