The 3-D skills model: a randomised controlled pilot study comparing a novel 1–1 near-peer teaching model to a formative OSCE with self-regulated practice

Robertson, C., Al-Moasseb, Z., Noonan, Z. and Boyle, J.G. (2021) The 3-D skills model: a randomised controlled pilot study comparing a novel 1–1 near-peer teaching model to a formative OSCE with self-regulated practice. Medical Science Educator, 31(6), pp. 1789-1801. (doi: 10.1007/s40670-021-01369-w) (PMID:34950527) (PMCID:PMC8651955)

Abstract

Introduction: Near-peer teaching is a popular pedagogical teaching tool, with well-recognised benefits for students and tutors. There are multiple existing models to structure these interventions, but it is often unclear how they translate to academic attainment. We designed a novel near-peer teaching model that expands on previous research. Methods: Our model was piloted in a formative Objective Structured Clinical Examination (OSCE) setting, trialled on 22 pre-clinical medical students to establish feasibility, acceptability and descriptive outcomes that could inform the design of a larger study. Students were randomly assigned to intervention or control cohorts. Each cohort undertook 5 min formative OSCE assessments with either 3 additional minutes of structured teaching or 3 min of self-regulated practice before reattempting the first OSCE station. Checklist marking sheets for 1st and 2nd sittings were collected by independent external markers, in addition to a global assessment rating in which we used the Borderline Regression Method to establish the station pass mark. Results: A quantitative and qualitative result analysis was performed, demonstrating that students gained on average 3 additional marks after teaching with this model. Students and student-tutors reported increased confidence, high course satisfaction and evidence of reflective practice. Discussion: We established acceptability and feasibility outcomes. The descriptive outcomes will support the design of a larger, adequately powered study required to demonstrate translation to summative exam performance.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Boyle, Dr James and Robertson, Dr Calum and Noonan, Dr Zoe
• Authors: Robertson, C., Al-Moasseb, Z., Noonan, Z., and Boyle, J.G.
• College/School: College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing
• Journal Name: Medical Science Educator
• Publisher: Springer
• ISSN: 2156-8650
• ISSN (Online): 2156-8650
• Published Online: 01 September 2021
• Copyright Holders: Copyright © 2021 The Authors
• First Published: First published in Medical Science Educator 31(6): 1789-1801
• Publisher Policy: Reproduced under a Creative Commons License