Medicine students' perception of peer teaching at a university in Mexico
Keywords:
COVID-19, Education, Medical, Undergraduate, Students, Teaching.Abstract
Introduction: peer teaching is common in universities and allows students to teach their peers from the early academic years. During the COVID-19 pandemic, medical students have had to learn through online classes, but peer teaching has helped them overcome these educational challenges. Objective: to describe the experiences and perceptions of Medicine students about the peer teaching model. Method: an observational, descriptive and cross-sectional study was carried out. A self-conducted survey was applied integrating sociodemographic variables and personal experiences. It was shared among the medical students and the model was evaluated, the number of 366 students between 1-12 semester of the Autonomous University of Nuevo León was found as the minimum necessary sample. Results: 258 (61 %) women were identified, it was considered by 334 (79 %) that the instructors taught in a good or excellent way, it was referred by 333 (78.7 %) that they had a good or excellent clarity of the explanations. In addition, 295 (69.7 %) stated that the instructors explained better than the teachers almost always or always and 359 (84.9 %) explained that they felt satisfied with the instructors. The best rated departments were radiology (72.3 %) rating it as good, pathology (69 %) and embryology (68.7 %). Conclusions: It was found that the students' perception of the peer teaching model is positive, that it can serve to complement the teaching of teachers and can be very useful in the current pandemic situation.References
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Chapman HJ, Animasahun VJ, Tade AE, Naveed A. Addressing the role of medical students using community mobilization and social media in the Ebola response. Perspect Med Educ [Internet]. 2016 [citado 21/04/2021]; 5(3):186-190. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4908038/
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Hryciw DH, Tangalakis K, Supple B, Best G. Evaluation of a peer mentoring program for a mature cohort of first-year undergraduate paramedic students. Adv Physiol Educ[Internet]. 2013 [citado 21/04/2021]; 37(1):80-84. Disponible en: https://journals.physiology.org/doi/full/10.1152/advan.00129.2012?rfr_dat=cr_pub++0pubmed&url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org
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Valencia CJL, Tapia VS, Olivares OSL. La simulación clínica como estrategia para el desarrollo del pensamiento crítico en estudiantes de medicina. Inv Ed Med [Internet]. 2019 [citado 21/04/2021]; 8(29):13-22. Disponible en: http://www.scielo.org.mx/scielo.php?pid=S2007-50572019000100013&script=sci_abstract
Haist SA, Wilson JF, Fosson SE, Brigham NL. Are fourth-year medical students effective teachers of the physical examination to first-year medical students? J Gen Intern Med [Internet]. 1997 [citado 21/04/2021]; 12(3):177-81. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1497084/
Benè KL, Bergus G. When learners become teachers: a review of peer teaching in medical student education. Fam Med [Internet]. 2014 [citado 21/04/2021]; 46(10):783-787. Disponible en: https://www.stfm.org/FamilyMedicine/Vol46Issue10/Bene783
Pasquinelli LM, Greenberg LW. A review of medical school programs that train medical students as teachers (MED-SATS). Teach Learn Med [Internet]. 2008 [citado 21/04/2021]; 20(1):73-81. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/10401330701798337?journalCode=htlm20
Yu TC, Wilson NC, Singh PP, Lemanu DP, Hawken SJ, Hill AG. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school. Adv Med Educ Pract [Internet]. 2011 [citado 21/04/2021]; 2:157-72. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3661256/
Sobral DT. Peer tutoring and student outcomes in a problem-based course. Med Educ [Internet]. 1994 [citado 21/04/2021]; 28(4):284-9. Disponible en: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2923.1994.tb02713.x?sid=nlm%3Apubmed
Adebisi YA, Agboola P, Okereke M. COVID-19 Pandemic: Medical and Pharmacy Education in Nigeria. Int J Med Students [Internet]. 2020[citado 21/04/2021]; 8(2):162-4. Disponible en: https://ijms.info/IJMS/article/view/559/668
Subedi D, Bhandari S, Gaire A, Kandel M, Subedi S, Karki S. Knowledge, Attitude, and Practices Associated with COVID-19 Among School Students in Bharatpur, Chitwan District of Nepal. Int J Med Students [Internet]. 2020 [citado 21/04/2021]; 8(3):231-7. Disponible en: https://www.ijms.info/IJMS/article/view/669/1111
Pacheco Carrillo AM. The Utility of Online Resources in Times of COVID-19: A Mexican Medical Student Point of View. Int J Med Students [Internet]. 2020 [citado 21/04/2021]; 8(1):58-9. Disponible en: https://ijms.info/IJMS/article/view/502/1052
Oerther DB, Peters CA. Think-Pair-Listen in the online COVID-19 classroom. Environ. Eng. Sci [Internet]. 2020 [citado21/04/2021]; 37(10):647–648. Disponible en: https://www.liebertpub.com/doi/10.1089/ees.2020.0395
Roberts V, Malone K, Moore P, Russell-Webster T, Caulfield R. Peer teaching medical students during a pandemic. Med Educ Online [Internet]. 2020 [citado 21/04/2021]; 25(1):1772014. Disponible en: https://www.tandfonline.com/doi/full/10.1080/10872981.2020.1772014
Shariq O, Alexopoulos AS, Razik F. The need for more teaching-skills training for medical students. Acad Med [Internet]. 2011 [citado 21/04/2021]; 86(4):407-8. Disponible en: https://journals.lww.com/academicmedicine/Fulltext/2011/04000/The_Need_for_More_Teaching_Skills_Training_for.3.aspx
Dioso-Henson L. The Effect of Reciprocal Peer Tutoring and Non-Reciprocal Peer Tutoring on the Performance of Students in College Physics. Res Educ [Internet]. 2012 [citado 21/04/2021]; 87(1):34-49. Disponible en: https://journals.sagepub.com/doi/abs/10.7227/RIE.87.1.3
Bradford-Watts K. Students teaching students? Peer teaching in the EFL classroom in Japan. Lang Teach [Internet]. 2011 [citado 21/04/2021]; 35:5. Disponible en: https://jalt-publications.org/files/pdf-article/art2_18.pdf
Carranza M. Enseñanza y aprendizaje significativo en una modalidad mixta: percepciones de docentes y estudiantes. RIDE. Rev. Iberoam. Investig. Desarro. Educ [Internet]. 2017 Dic [citado 21/04/2021]; 8(15):898-922. Disponible en: http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S2007-74672017000200898&lng=es.
Visbal-Cadavid D, Mendoza-Mendoza A, Díaz-Santana S. Estrategias de aprendizaje en la educación superior. Sophia [Internet]. 2017 [citado 21/04/2021]; 13(2):70-81. Disponible en: https://www.redalyc.org/articulo.oa?id=413751844008
Navea Martín A. El aprendizaje autorregulado en estudiantes de ciencias de la salud: recomendaciones de mejora de la práctica educativa. Ed Med [Internet]. 2018 [citado 21/04/2021]; 19(4):193-200. Disponible en: https://doi.org/10.1016/j.eumed.2016.12.012
Facultad de Medicina. Perfil MCP. Fac Med [Internet]. 2021 [citado 21/04/2021]. Disponible en: http://www.medicina.uanl.mx/alumnos/mcp/perfil/
Oon MH, Blatt BC, Greenberg LW. Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course. Teach Learn Med [Internet]. 2017 [citado 21/04/2021]; 29(4):411-9. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/10401334.2017.1302801?journalCode=htlm20
Jeong L, Smith Z, Longino A, Merel SE, McDonough K. Virtual Peer Teaching During the COVID-19 Pandemic. Med Sci Educ [Internet]. 2020 [citado 21/04/2021]; 1-2. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7480894/
Soriano RP, Blatt B, Coplit L, Cichoski Kelly E, Kosowicz L, Newman L, et al. Teaching medical students how to teach: a national survey of students-as-teachers programs in U.S. medical schools. Acad Med [Internet]. 2010 [citado 21/04/2021]; 85(11):1725-31. Disponible en: https://journals.lww.com/academicmedicine/Fulltext/2010/11000/Teaching_Medical_Students_How_to_Teach__A_National.32.aspx
Gutiérrez-Jiménez E, Góngora-Rivera F, Martínez HR, Escamilla-Garza JM, Villarreal HJ. Knowledge of ischemic stroke risk factors and warning signs after a health education program by medical students. Stroke [Internet]. 2011 [citado 21/04/2021]; 42(4):897-901. Disponible en: https://www.ahajournals.org/doi/10.1161/STROKEAHA.110.597062?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed
Góngora-Rivera F, González-Aquines A, Muruet W, Barrera-Barrera S, Leal-Bailey H, Espinosa-Ortega MA, et al. Difference in Stroke Knowledge between Rural and Urban Communities in a Developing Country after Community-Based Stroke Educational Campaigns: Results from a Cross-Sectional Study. Neuroepidemiology [Internet]. 2018 [citado 21/04/2021]; 51(3-4):224-229. Disponible en: https://www.karger.com/Article/Abstract/490724
Chapman HJ, Animasahun VJ, Tade AE, Naveed A. Addressing the role of medical students using community mobilization and social media in the Ebola response. Perspect Med Educ [Internet]. 2016 [citado 21/04/2021]; 5(3):186-190. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4908038/
Guerra-Martín MD, Borrallo-Riego Á. Tutoría y rendimiento académico desde la perspectiva de estudiantes y profesores de Ciencias de la Salud. Una revisión sistemática. Ed Med [Internet]. 2018[citado 21/04/2021]; 19(5):301-308. Disponible en: https://www.sciencedirect.com/science/article/pii/S1575181317300669
Hryciw DH, Tangalakis K, Supple B, Best G. Evaluation of a peer mentoring program for a mature cohort of first-year undergraduate paramedic students. Adv Physiol Educ[Internet]. 2013 [citado 21/04/2021]; 37(1):80-84. Disponible en: https://journals.physiology.org/doi/full/10.1152/advan.00129.2012?rfr_dat=cr_pub++0pubmed&url_ver=Z39.88-2003&rfr_id=ori%3Arid%3Acrossref.org
Chachaima-Mar JE, Ticse R. El estudiante de medicina como profesor en el Perú: un rol importante pero olvidado. Ed Med [Internet]. 2020 [citado 21/04/2021]; 21(6):410-414. Disponible en: https://www.elsevier.es/es-revista-educacion-medica-71-avance-resumen-el-estudiante-medicina-como-profesor-S1575181319301275
José J, García-García J, Altamirano L, Estefanía A, Flores Ocampo A. La investigación-acción como estrategia educativa para la obtención de aprendizajes significativos en la promoción de la salud en salud pública en alumnos de la Facultad de Medicina de la UNAM. Inv Ed Med [Internet]. 2020 [citado 21/04/2021]; 39. Disponible en: http://riem.facmed.unam.mx/node/1129
Valencia CJL, Tapia VS, Olivares OSL. La simulación clínica como estrategia para el desarrollo del pensamiento crítico en estudiantes de medicina. Inv Ed Med [Internet]. 2019 [citado 21/04/2021]; 8(29):13-22. Disponible en: http://www.scielo.org.mx/scielo.php?pid=S2007-50572019000100013&script=sci_abstract
Haist SA, Wilson JF, Fosson SE, Brigham NL. Are fourth-year medical students effective teachers of the physical examination to first-year medical students? J Gen Intern Med [Internet]. 1997 [citado 21/04/2021]; 12(3):177-81. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1497084/
Benè KL, Bergus G. When learners become teachers: a review of peer teaching in medical student education. Fam Med [Internet]. 2014 [citado 21/04/2021]; 46(10):783-787. Disponible en: https://www.stfm.org/FamilyMedicine/Vol46Issue10/Bene783
Pasquinelli LM, Greenberg LW. A review of medical school programs that train medical students as teachers (MED-SATS). Teach Learn Med [Internet]. 2008 [citado 21/04/2021]; 20(1):73-81. Disponible en: https://www.tandfonline.com/doi/abs/10.1080/10401330701798337?journalCode=htlm20
Yu TC, Wilson NC, Singh PP, Lemanu DP, Hawken SJ, Hill AG. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school. Adv Med Educ Pract [Internet]. 2011 [citado 21/04/2021]; 2:157-72. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3661256/
Sobral DT. Peer tutoring and student outcomes in a problem-based course. Med Educ [Internet]. 1994 [citado 21/04/2021]; 28(4):284-9. Disponible en: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2923.1994.tb02713.x?sid=nlm%3Apubmed
Adebisi YA, Agboola P, Okereke M. COVID-19 Pandemic: Medical and Pharmacy Education in Nigeria. Int J Med Students [Internet]. 2020[citado 21/04/2021]; 8(2):162-4. Disponible en: https://ijms.info/IJMS/article/view/559/668
Subedi D, Bhandari S, Gaire A, Kandel M, Subedi S, Karki S. Knowledge, Attitude, and Practices Associated with COVID-19 Among School Students in Bharatpur, Chitwan District of Nepal. Int J Med Students [Internet]. 2020 [citado 21/04/2021]; 8(3):231-7. Disponible en: https://www.ijms.info/IJMS/article/view/669/1111
Pacheco Carrillo AM. The Utility of Online Resources in Times of COVID-19: A Mexican Medical Student Point of View. Int J Med Students [Internet]. 2020 [citado 21/04/2021]; 8(1):58-9. Disponible en: https://ijms.info/IJMS/article/view/502/1052
Oerther DB, Peters CA. Think-Pair-Listen in the online COVID-19 classroom. Environ. Eng. Sci [Internet]. 2020 [citado21/04/2021]; 37(10):647–648. Disponible en: https://www.liebertpub.com/doi/10.1089/ees.2020.0395
Roberts V, Malone K, Moore P, Russell-Webster T, Caulfield R. Peer teaching medical students during a pandemic. Med Educ Online [Internet]. 2020 [citado 21/04/2021]; 25(1):1772014. Disponible en: https://www.tandfonline.com/doi/full/10.1080/10872981.2020.1772014
Shariq O, Alexopoulos AS, Razik F. The need for more teaching-skills training for medical students. Acad Med [Internet]. 2011 [citado 21/04/2021]; 86(4):407-8. Disponible en: https://journals.lww.com/academicmedicine/Fulltext/2011/04000/The_Need_for_More_Teaching_Skills_Training_for.3.aspx
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2021-08-18
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García-Espinosa P, Botello-Hernández E, Ruíz-Padilla JP, Aguayo-Samaniego R. Medicine students’ perception of peer teaching at a university in Mexico. Rev 16 de abril [Internet]. 2021 Aug. 18 [cited 2024 Dec. 12];60(281):e1324. Available from: https://rev16deabril.sld.cu/index.php/16_04/article/view/1324
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