Optimization of training of graduates of medical universities for primary accreditation with participation of the student-tutor
- Authors: Kuznetsova O.Y.1, Turusheva A.V.1, Lopatin Z.V.1, Bogdanova M.O.1, Frolova O.I.1, Ashurov A.B.1, Podoprigora E.A.1, Hagush A.L.1, Shayakhmetova G.R.1
-
Affiliations:
- North-Western State Medical University named after I.I. Mechnikov
- Issue: Vol 23, No 4 (2019)
- Pages: 49-54
- Section: Medical Education
- URL: https://journals.rcsi.science/RFD/article/view/18610
- DOI: https://doi.org/10.17816/RFD18610
- ID: 18610
Cite item
Full Text
Abstract
The article is devoted to the study of the effectiveness of training graduates of medical universities when a trained student is included in the educational process, able to fulfill the role of a mentor. All over the world, the number of students is increasing in medical universities every year, but there is no equivalent increase in the teaching staff. One of the potential methods of overcoming the above problems is the use of trained mentors from among peer students. This method was used when students practiced practical skills in a simulation center in anticipation of primary accreditation. The purpose of the study is to optimize the preparation of students for a practical exam in a simulation environment with the help of a student mentor. Of the 468 students of the medical faculty of the North-Western State Medical University named after I.I. Mechnikov, studying in the VI year, was chosen by their colleague, who was trained at the center of simulation technology. A sample of 100 graduates was randomly generated, which were randomized into two groups of 50 people each (the main group in which the training was conducted with the participation of a mentor student and a control group trained under the guidance of teachers from one of the university departments). The most difficult for students was the station simulating the provision of emergency medical care (EMF). The evaluation checklist for checking the quality of the tasks at this station includes 233 points that must be implemented when providing EMF in 13 different situations requiring this type of medical care. To improve the quality of mastering practical skills, a training scheme was developed that allows you to learn the algorithm of actions when providing EMF. A basic assessment of students’ knowledge and skills revealed a low level of knowledge of diagnostic techniques and emergency assistance. Using the developed training scheme with the help of a student mentor has significantly increased the level of knowledge and practical skills in the provision of EMF. The quality of training in the main group did not significantly differ in most of the assessed parameters from the control group in which classes were held with the teacher. Statistical analysis of the data was performed using the SPSS 20.0 program (SPSS Inc., Chicago, IL, USA).
Full Text
##article.viewOnOriginalSite##About the authors
Olga Yu. Kuznetsova
North-Western State Medical University named after I.I. Mechnikov
Email: olga.kuznetsova@szgmu.ru
DSc, Professor, Head of the Department of Family Medicine
Russian Federation, 41, Kirochnaya street, Saint-Petersburg, 191015Anna V. Turusheva
North-Western State Medical University named after I.I. Mechnikov
Email: anna.turusheva@gmail.com
PhD, MD, Associate Professor of the Department of Family Medicine
Russian Federation, 41, Kirochnaya street, Saint-Petersburg, 191015Zakhar V. Lopatin
North-Western State Medical University named after I.I. Mechnikov
Email: zakhar.lopatin@szgmu.ru
Head of the Certification and Training Simulation Center
Russian Federation, 41, Kirochnaya street, Saint-Petersburg, 191015Maria O. Bogdanova
North-Western State Medical University named after I.I. Mechnikov
Email: mariya.bogdanova@szgmu.ru
Employee of the Certification and Training Simulation Center
Russian Federation, 41, Kirochnaya street, Saint-Petersburg, 191015Olga I. Frolova
North-Western State Medical University named after I.I. Mechnikov
Author for correspondence.
Email: frol13-13@list.ru
Resident of the Department of Family Medicine
Russian Federation, 41, Kirochnaya street, Saint-Petersburg, 191015Abubakr B. Ashurov
North-Western State Medical University named after I.I. Mechnikov
Email: kyle95.95@yandex.ru
6th year student
Russian Federation, 41, Kirochnaya street, Saint-Petersburg, 191015Ekaterina A. Podoprigora
North-Western State Medical University named after I.I. Mechnikov
Email: katty_p_1996@mail.ru
6th year student
Russian Federation, 41, Kirochnaya street, Saint-Petersburg, 191015Amanda L. Hagush
North-Western State Medical University named after I.I. Mechnikov
Email: amanda.khagush2306@gmail.com
6th year student
Russian Federation, 41, Kirochnaya street, Saint-Petersburg, 191015Gulnara R. Shayakhmetova
North-Western State Medical University named after I.I. Mechnikov
Email: NaraHolmes@yandex.ru
5th year student
Russian Federation, 41, Kirochnaya street, Saint-Petersburg, 191015References
- Кузнецова О.Ю., Турушева А.В., Моисеева И.Е., и др. Первичная аккредитация. Пути решения проблем, связанных с подготовкой выпускников медицинских вузов // Российский семейный врач. – 2019. – Т. 23. – № 1. – С. 35–40. [Kuznetsova OYu, Turusheva AV, Moiseeva IE, et al. The primary accreditation. The ways of the problems solving related to the preparation of graduates of medical universities. Rossiiskii semeinyi vrach. 2019;23(1):35-40. (In Russ.)]. https://doi.org/10.17816/RFD2019135-40.
- Балкизов З.З., Семенова Т.В. Объективный структурированный клинический экзамен. Руководство // Медицинское образование и профессиональное развитие. – 2016. – № 3. – С. 27–63. [Balkizov ZZ, Semenova TV. Objective structured clinical examination. Guide. Meditsinskoye obrazovaniye i professional’noye razvitiye. 2016;(3):27-63. (In Russ.)]
- Ross MT, Cameron HS. Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30. Med Teach. 2007;29(6):527-545. https://doi.org/10.1080/01421590701665886.
- Ten Cate O, Durning S. Peer teaching in medical education: twelve reasons to move from theory to practice. Med Teach. 2007;29(6):591-599. https://doi.org/10.1080/01421590701606799.
- Gallwey TW. The inner game of work: focus, learning, pleasure, and mobility in the workplace. Random House; 2001. 256 p.
- Topping KJ. The effectiveness of peer tutoring in further and higher education: a typology and review of the literature. Higher Education. 1996;32(3):321-345. https://doi.org/10.1007/bf00138870.
- Nelson AJ, Nelson SV, Linn AM, et al. Tomorrow’s educators … today? Implementing near-peer teaching for medical students. Med Teach. 2013;35(2):156-159. https://doi.org/10.3109/0142159X.2012.737961.
- Escovitz ES. Using senior students as clinical skills teaching assistants. Acad Med. 1990;65(12):733-734. https://doi.org/10.1097/00001888-199012000-00004.
- Roscoe RD, Michelene TH. Understanding tutor learning: knowledge-building and knowledge-telling in peer tutors’ explanations and questions. Rev Educ Res 2007;77(4):534-574. https://doi.org/10.3102/0034654307 309920.
- Benware C, Deci E. Quality of learning with an active versus passive motivational set. Am Educ Res J. 1984;21(4):755-765. https: //doi.org/10.3102/00028312021004755.
- Lombrozo T, Carey S. Functional explanation and the function of explanation. Cognition. 2006;99(2):167-204. https://doi.org/10.1016/j.cognition.2004.12.009.
- Gregory A, Walker I, Mclaughlin K, Peets AD. Both preparing to teach and teaching positively impact learning outcomes for peer teachers. Med Teach. 2011;33(8):417-422. https://doi.org/10.3109/0142159X.2011.586747.
Supplementary files
