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Medical students can teach communication skills – a mixed methods study of cross-year peer tutoring

机译：医学生可以教授沟通技巧–跨年度同伴辅导的混合方法研究

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Background Cross-year peer tutoring (CYPT) of medical students is recognized as an effective learning tool. The aim of this study is to investigate the non-inferiority of the objective outcome of medical interview training with CYPT compared with the results of faculty-led training (FLT), and to explore qualitatively the educational benefits of CYPT. Methods We conducted a convergent mixed methods study including a randomized controlled non-inferiority trial and two focus groups. For the CYPT group, teaching was led by six student tutors from year 5. In the FLT group, students were taught by six physicians. Focus groups for student learners (four tutees) and student teachers (six tutors) were conducted following the training session. Results One hundred sixteen students agreed to participate. The OSCE scores of the CYPT group and FLT group were 91.4 and 91.2, respectively. The difference in the mean score was 0.2 with a 95% CI of ?1.8 to 2.2 within the predetermined non-inferiority margin of 3.0. By analyzing the focus groups, we extracted 13 subordinate concepts and formed three categories including ‘Benefits of CYPT’, ‘Reflections of tutees and tutors’ and ‘Comparison with faculty’, which affected the interactions among tutees, tutors, and faculty. Conclusions CYPT is effective for teaching communication skills to medical students and for enhancing reflective learning among both tutors and tutees.
机译：背景技术医学生的跨年同伴辅导（CYPT）被认为是一种有效的学习工具。这项研究的目的是调查与CYPT进行的医学面试培训的客观结果相比，以教师为主导的培训（FLT）的结果是否不逊色，并定性地探索CYPT的教育收益。方法我们进行了融合混合方法研究，包括随机对照非劣效性试验和两个焦点小组。对于CYPT组，从5年级开始，由六名学生导师指导教学。在FLT组中，由六位医生指导学生。培训课程之后，针对学生学习者（四名学生）和学生老师（六名导师）进行了焦点小组讨论。结果116名学生同意参加。 CYPT组和FLT组的OSCE分数分别为91.4和91.2。在预定的非劣效性余度3.0内，平均得分的差异为0.2，95％CI为1.8〜2.2。通过对焦点小组的分析，我们提取了13个下属概念，并形成了三个类别，包括“ CYPT的好处”，“对教师和教师的反思”和“与教师的比较”，这影响了教师，教师和教师之间的互动。结论CYPT可有效地向医学生传授沟通技巧，并增强导师和教师之间的反思性学习。

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