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Can near-peer medical students effectively teach a new curriculum in physical examination?

机译：几乎是对等医学专业的学生可以有效地教授身体检查的新课程吗？

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Background Students in German medical schools frequently complain that the subject ‘clinical examination’ is not taught in a satisfying manner due to time constraints and lack of personnel resources. While the effectiveness and efficiency of practice-oriented teaching in small groups using near-peer teaching has been shown, it is rarely used in German medical schools. We investigated whether adding a new near-peer teaching course developed with student input plus patient examination under supervision in small groups improves basic clinical examination skills in third year medical students compared to a traditional clinical examination course alone. Methods Third year medical students registered for the mandatory curricular clinical examination course at the medical faculty of the Technische Universit?t München were invited to participate in a randomised trial with blinded outcome assessment. Students were randomised to the control group participating in the established curricular physical examination course or to the intervention group, which received additional near-peer teaching for the same content. The learning success was verified by a voluntary objective structured clinical examination (OSCE). Results A total of 84 students were randomised and 53 (63%) participated in the final OSCE. Students in the control group scored a median of 57% (25th percentile 47%, 75th percentile 61%) of the maximum possible total points of the OSCE compared to 77% (73%, 80%; p? Conclusion Adding a near-peer teaching course to the routine course significantly improved the clinical examination skills of medical students in an efficient manner in the context of a resource-constrained setting.
机译：背景技术德国医学院的学生经常抱怨，由于时间限制和缺乏人力资源，对“临床考试”的教学不够令人满意。虽然已经显示了在小组中使用近等教学的实践教学的有效性和效率，但在德国医学院中很少使用。我们调查了在单独的小组中添加由学生输入加上患者监督下的患者考试开发的新的近等教学课程是否比传统的传统临床考试课程提高了三年级医学生的基本临床考试技能。方法邀请在慕尼黑工业大学医学院进行强制性课程临床考试课程的三年级医学生参加一项随机试验，并进行盲目评估。将学生随机分为参加既定课程体检课程的对照组或干预组，后者接受相同内容的其他近距离教学。学习成功通过自愿客观结构化临床考试（OSCE）进行了验证。结果共有84名学生被随机分组​​，其中53名（63％）参加了最终的OSCE。对照组的学生中位数为OSCE最高可能总分的中位数57％（第25个百分位47％，第75个百分位61％），相比之下，平均得分为77％（73％，80％; p？结论）在资源有限的情况下，从常规课程开始的教学课程以有效的方式极大地提高了医学生的临床检查技能。

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