Sebastian Shaw, Postgraduate Student, Division of Medical Education, Brighton & Sussex Medical School, Brighton, United Kingdom. Background and Setting As doctors of the future, Medical Students (MS) are expected to develop a high degree of self-reliance in their learning (1). This includes filtering and assimilating large quantities of information (1). MS therefore need to be able to critically
... [Show full abstract] appraise research papers. As an intercalating medical student, SS was acutely aware that almost no attention is given to training in this skill-set – having received none until beginning his intercalated Master of Science Degree. For this reason, we pondered how this training might be achieved whilst maintaining an active learning approach and promoting further self-directed learning. Methodology A near-peer teaching session was run with third year MS (N=10). An online feedback survey was sent to participants immediately after the session. They were then followed-up at 2-months – due to an assignment requiring this skill set within that time period. Results 60% responded to each survey. Of these 60% the immediate results showed that 100% thought the session was well taught. 100% felt more confident about critical appraisal. 100% felt comfortable asking questions and inputting their own experiences. Nobody responded negatively to any of these points – neutral responses were allowed. On 2-month follow-up, the results showed that 100% still thought the session was well taught and 100% would recommend the session to other MS. A free comments box was available on both feedback surveys. Discussion and Conclusions The participants recalled no prior training in critical appraisal. They were emailed a primary research paper (a Randomised Controlled Trial) in advance of the session. They were asked to familiarise themselves with, but not learn the paper. The session was run as an interactive, group session. Participants were asked questions and given problem-solving tasks to complete. The session was designed to highlight the combined knowledge of the participants. “I really liked the discussion style of the teaching session, it didn’t feel like we had a lecture, yet I learnt so much” This short session helped the MS to gain a basic understanding of critical appraisal. It allowed them to show themselves how much they knew, in a friendly near-peer taught environment. References 1. Bandaranayake RC. Study skills. In: Walsh K, editor. Oxford textbook of medical education. Oxford: Oxford University Press; 2013.
