Using Near-Peer Teaching to Address Concepts of Cystic Fibrosis in Undergraduate Medical Learners

Introduction Cystic fibrosis (CF) is a high-yield undergraduate medical education topic that lends itself to adaptability of content. We used a CF case paired with activities to deliver content in a near-peer teaching session. First-year (M1) and second-year (M2) medical students contributed acquire...

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Autores principales:	Renée J. LeClair, Andrew P. Binks
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Near-Peer Teaching Molecular Biology Pulmonary Physiology Pulmonary Pathophysiology Concept Mapping Protein Structure Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/ea8516d9d03d4bea9b0793f8c97cf014
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spelling	oai:doaj.org-article:ea8516d9d03d4bea9b0793f8c97cf0142021-11-19T14:13:18ZUsing Near-Peer Teaching to Address Concepts of Cystic Fibrosis in Undergraduate Medical Learners10.15766/mep_2374-8265.109612374-8265https://doaj.org/article/ea8516d9d03d4bea9b0793f8c97cf0142020-08-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10961https://doaj.org/toc/2374-8265Introduction Cystic fibrosis (CF) is a high-yield undergraduate medical education topic that lends itself to adaptability of content. We used a CF case paired with activities to deliver content in a near-peer teaching session. First-year (M1) and second-year (M2) medical students contributed acquired knowledge of protein structure and obstructive lung disease, respectively, to generate a concept map and address discussion questions. Methods Combined groups of M1 and M2 students reviewed a CF case and a concept map prompt. For 30 minutes, they created a concept map describing connections between molecular biology and clinical manifestations. We summarized by reviewing concept maps and discussion questions. The efficacy of the session was determined by comparing exam performance of class attenders and nonattenders (M2) and performance on questions related and unrelated to the exercise (M1). We also determined students’ perception of the session and incorporation of additional core competencies. Results M2 students’ performance was 3.8% higher (p = .296) and M1 students’ performance was 1.8% higher (p = .286) than their respective controls. Students commented positively on the exercise and perceived more than one core competency as part of the session. Discussion Although there was no significant improvement in exam performance, this curriculum used near-peer teaching to reinforce previously learned material and apply recently acquired material in an engaging format without detriment to either group. This method can be adapted to different learner groups and provides an opportunity to deliver and assess other core medical competencies.Renée J. LeClairAndrew P. BinksAssociation of American Medical CollegesarticleNear-Peer TeachingMolecular BiologyPulmonary PhysiologyPulmonary PathophysiologyConcept MappingProtein StructureMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Near-Peer Teaching Molecular Biology Pulmonary Physiology Pulmonary Pathophysiology Concept Mapping Protein Structure Medicine (General) R5-920 Education L
spellingShingle	Near-Peer Teaching Molecular Biology Pulmonary Physiology Pulmonary Pathophysiology Concept Mapping Protein Structure Medicine (General) R5-920 Education L Renée J. LeClair Andrew P. Binks Using Near-Peer Teaching to Address Concepts of Cystic Fibrosis in Undergraduate Medical Learners
description	Introduction Cystic fibrosis (CF) is a high-yield undergraduate medical education topic that lends itself to adaptability of content. We used a CF case paired with activities to deliver content in a near-peer teaching session. First-year (M1) and second-year (M2) medical students contributed acquired knowledge of protein structure and obstructive lung disease, respectively, to generate a concept map and address discussion questions. Methods Combined groups of M1 and M2 students reviewed a CF case and a concept map prompt. For 30 minutes, they created a concept map describing connections between molecular biology and clinical manifestations. We summarized by reviewing concept maps and discussion questions. The efficacy of the session was determined by comparing exam performance of class attenders and nonattenders (M2) and performance on questions related and unrelated to the exercise (M1). We also determined students’ perception of the session and incorporation of additional core competencies. Results M2 students’ performance was 3.8% higher (p = .296) and M1 students’ performance was 1.8% higher (p = .286) than their respective controls. Students commented positively on the exercise and perceived more than one core competency as part of the session. Discussion Although there was no significant improvement in exam performance, this curriculum used near-peer teaching to reinforce previously learned material and apply recently acquired material in an engaging format without detriment to either group. This method can be adapted to different learner groups and provides an opportunity to deliver and assess other core medical competencies.
format	article
author	Renée J. LeClair Andrew P. Binks
author_facet	Renée J. LeClair Andrew P. Binks
author_sort	Renée J. LeClair
title	Using Near-Peer Teaching to Address Concepts of Cystic Fibrosis in Undergraduate Medical Learners
title_short	Using Near-Peer Teaching to Address Concepts of Cystic Fibrosis in Undergraduate Medical Learners
title_full	Using Near-Peer Teaching to Address Concepts of Cystic Fibrosis in Undergraduate Medical Learners
title_fullStr	Using Near-Peer Teaching to Address Concepts of Cystic Fibrosis in Undergraduate Medical Learners
title_full_unstemmed	Using Near-Peer Teaching to Address Concepts of Cystic Fibrosis in Undergraduate Medical Learners
title_sort	using near-peer teaching to address concepts of cystic fibrosis in undergraduate medical learners
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/ea8516d9d03d4bea9b0793f8c97cf014
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Using Near-Peer Teaching to Address Concepts of Cystic Fibrosis in Undergraduate Medical Learners

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