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71 A near-peer teaching programme on history-taking designed for third year medical students by junior doctors
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  1. Shruti Dorai,
  2. Ayesha Khan,
  3. Aaina Mittal
  1. The Royal Sussex County Hospital, UK

Abstract

There is increasing evidence to suggest that formal near-peer teaching programmes are valuable and effective methods used within medical education. A survey conducted by junior doctors amongst 120 third year medical students on clinical attachments at an acute teaching hospital highlighted very poor confidence in their ability to take a focused history, suggest appropriate differential diagnoses, investigations and management plans. Our aim was to design a teaching programme to enhance clinical history-taking skills amongst medical students, and evaluate the efficacy of the near-peer teaching model.

Methods Three junior doctors designed, organised and delivered a 13-week near-peer course for third year medical students on history taking to target areas highlighted in the survey, based on topics covered in their curriculum. The course comprised a mixture of lectures and small group simulated patient interviews, with feedback and discussions facilitated by junior doctors. Pre- and post-course surveys and feedback forms after each session were completed by the students.

Results 72 Pre-Course, 80 Post-Course and 188 individual session feedback forms were analysed. There were statistically significant improvements in mean student confidence after the course in all domains: focused history taking, suggesting differential diagnoses, appropriate investigations, formulating management plans and exam preparation. Additionally, 93% of students found formal history-taking teaching useful and 96% found a junior doctor watching them taking a history and provide individualised feedback beneficial

Conclusion This study showed that a near-peer teaching delivered regularly by junior doctors can significantly improve student confidence in focused history-taking skills. In particular, students benefitted most from the small group format and individualised feedback they received. Medical should consider incorporating more formal near-peer teaching courses into their curricula

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