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A Near-Peer Flipped Classroom in Critical Appraisal Education

Authors:
Sebastian C. K. Shaw at Brighton and Sussex Medical School
Sebastian C. K. Shaw
John Anderson at Brighton and Sussex Medical School
John Anderson
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Abstract

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 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.
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A near-peer flipped classroom in critical appraisal education
Sebastian C.K. Shaw1; John L. Anderson
Introduction
Methods
Quantitative Results
Discussion and Conclusions
Qualitative Feedback
“Finally know what it means to critically
appraise”
“I really liked that we could practice what
we had learnt using a sample paper...”
P1
P3
P2
“The teaching was great and the person
teaching was very enthusiastic”
P5
P4
P6
“I really liked the discussion style of the
teaching session, it didn’t feel like we had
a lecture, yet I learnt so much”
“Well organised and well explained using
relevant examples…”
“Well thought out session and very
interactive”
1s.shaw1@uni.bsms.ac.uk
•Learners gained a basic understanding of critical
appraisal.
•The session led to an improved perception of
knowledge and, in particular, confidence.
•They appreciated and benefited from both the
NPT and flipped classroom elements.
•Further study with greater power is now needed.
•Medical students need to become self-sufficient in
their learning.
•They therefore need to be able to critically appraise
information sources and research papers.
•Near-peer teaching (NPT) and the flipped classroom
are effective, evidence-based educational methods.
•These have not been studied in combination, nor in
critical appraisal education.
•ALL thought the session was well taught.
•ALL felt more confident in conducting a critical
appraisal.
•ALL felt comfortable asking questions and sharing
their own experiences.
•ALL would recommend the session to other medical
students.
•Two-thirds stated that they had built upon what
they had learnt since the session –self-directed.
•83.33% felt better able to search online databases.
•Two-thirds wish they had been taught this session
earlier within the degree programme.
•Third year medical students were invited to an
unofficial teaching session on critical appraisal.
•Participants were emailed an RCT paper in advance
of the session to read but not learn.
•The session was run as an interactive group
discussion with problem-solving tasks and small-
group presentations.
•Participants were emailed a link to an online
feedback survey after the session.
•Participants were then email another link for further
feedback at 2 months –after they had written
summative assignments, heavily involving the
critical appraisal of primary research.
References:
•Bandaranayake RC. Study skills. In: Walsh K, editor. Oxford textbook of
medical education. Oxford: Oxford University Press; 2013.
•Burgess A, McGregor D, Mellis C. Medical students as peer tutors: a
systematic review. BMC Med Educ. 2014;14:115.
•Kurup V, Hersey D. The changing landscape of anesthesia education: is
Flipped Classroom the answer? Curr Opin Anaesthesiol. 2013;26(6):726-31.
ResearchGate has not been able to resolve any citations for this publication.
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Study skills Oxford textbook of medical education
  • Jan 2013
  • Rc Bandaranayake
Bandaranayake RC. Study skills. In: Walsh K, editor. Oxford textbook of medical education. Oxford: Oxford University Press; 2013.
Oxford textbook of medical education
  • Jan 2013
  • R C Bandaranayake
• Bandaranayake RC. Study skills. In: Walsh K, editor. Oxford textbook of medical education. Oxford: Oxford University Press; 2013.