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My Thoughts / My Surgical Practice| Volume 225, ISSUE 1, P134-135, January 2023

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Surgical Skills Coaches: Preparing for a peer-assisted learning model to train medical students in surgical skills

Published:September 05, 2022DOI:https://doi.org/10.1016/j.amjsurg.2022.08.022
Surgical Skills Coaches: Preparing for a peer-assisted learning model to train medical students in surgical skills
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      A major barrier to medical student surgical skills training is the limited teaching capacity of clinical instructors, including surgical faculty members and resident trainees, because of busy clinical, pedagogical, and personal schedules. Peer-assisted learning (PAL) is a powerful adjunct to the current undergraduate surgical education curriculum and can be harnessed to address teaching capacity issues.
      • Saleh M.
      • Sinha Y.
      • Weinberg D.
      Using peer-assisted learning to teach basic surgical skills: medical students' experiences.
      Med Educ Online. 2013; 18 (21065)https://doi.org/10.3402/meo.v18i0.21065
      Because of the closeness in experience between peer teachers and learners, peer teachers can provide context-appropriate and high-quality feedback and increase motivation.
      • Beard J.H.
      • O’sullivan P.
      • Palmer B.J.A.
      • Qiu M.
      • Kim E.H.
      Peer assisted learning in surgical skills laboratory training: a pilot study.
      Med Teach. 2012; 34: 957-959https://doi.org/10.3109/0142159X.2012.706340
      , 
      • Carr S.E.
      • Brand G.
      • Wei L.
      • et al.
      “Helping someone with a skill sharpens it in your own mind”: a mixed method study exploring health professions students experiences of Peer Assisted Learning (PAL).
      BMC Med Educ. 2016; 16: 48https://doi.org/10.1186/s12909-016-0566-8
      , 
      • Preece R.
      • Dickinson E.C.
      • Sherif M.
      • et al.
      Peer-assisted teaching of basic surgical skills.
      Med Educ Online. 2015; 20 (27579)https://doi.org/10.3402/meo.v20.27579
      PAL uniquely affords students early the role of clinical educator and opportunities to develop instructional skills as future medical educators,
      • Dandavino M.
      • Snell L.
      • Wiseman J.
      Why medical students should learn how to teach.
      Med Teach. 2007; 29: 558-565https://doi.org/10.1080/01421590701477449
      and student-led PAL has been shown to be either non-inferior or superior to faculty- or resident-led teaching.
      • Graziano S.C.
      Randomized surgical training for medical students: resident versus peer-led teaching.
      Am J Obstet Gynecol. 2011; 204: 542https://doi.org/10.1016/j.ajog.2011.01.038
      ,
      • Tolsgaard M.G.
      • Gustafsson A.
      • Rasmussen M.B.
      • Høiby P.
      • Müller C.G.
      • Ringsted C.
      Student teachers can be as good as associate professors in teaching clinical skills.
      Med Teach. 2007; 29: 553-557https://doi.org/10.1080/01421590701682550
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      References

        • Saleh M.
        • Sinha Y.
        • Weinberg D.
        Using peer-assisted learning to teach basic surgical skills: medical students' experiences.
        Med Educ Online. 2013; 18 (21065)https://doi.org/10.3402/meo.v18i0.21065
        View in Article
        • Beard J.H.
        • O’sullivan P.
        • Palmer B.J.A.
        • Qiu M.
        • Kim E.H.
        Peer assisted learning in surgical skills laboratory training: a pilot study.
        Med Teach. 2012; 34: 957-959https://doi.org/10.3109/0142159X.2012.706340
        View in Article
        • Carr S.E.
        • Brand G.
        • Wei L.
        • et al.
        “Helping someone with a skill sharpens it in your own mind”: a mixed method study exploring health professions students experiences of Peer Assisted Learning (PAL).
        BMC Med Educ. 2016; 16: 48https://doi.org/10.1186/s12909-016-0566-8
        View in Article
        • Preece R.
        • Dickinson E.C.
        • Sherif M.
        • et al.
        Peer-assisted teaching of basic surgical skills.
        Med Educ Online. 2015; 20 (27579)https://doi.org/10.3402/meo.v20.27579
        View in Article
        • Dandavino M.
        • Snell L.
        • Wiseman J.
        Why medical students should learn how to teach.
        Med Teach. 2007; 29: 558-565https://doi.org/10.1080/01421590701477449
        View in Article
        • Graziano S.C.
        Randomized surgical training for medical students: resident versus peer-led teaching.
        Am J Obstet Gynecol. 2011; 204: 542https://doi.org/10.1016/j.ajog.2011.01.038
        View in Article
        • Tolsgaard M.G.
        • Gustafsson A.
        • Rasmussen M.B.
        • Høiby P.
        • Müller C.G.
        • Ringsted C.
        Student teachers can be as good as associate professors in teaching clinical skills.
        Med Teach. 2007; 29: 553-557https://doi.org/10.1080/01421590701682550
        View in Article
        • Boerboom T.B.B.
        • Jaarsma D.
        • Dolmans D.H.J.M.
        • Scherpbier A.J.J.A.
        • Mastenbroek N.J.J.M.
        • Van Beukelen P.
        Peer group reflection helps clinical teachers to critically reflect on their teaching.
        Med Teach. 2011; 33: e615-623https://doi.org/10.3109/0142159X.2011.610840
        View in Article
        • Understanding the Training of Trainers Model
        (Accessed January 10, 2022)
        https://www.cdc.gov/healthyschools/tths/train_trainers_model.htm
        Date: 2019
        View in Article

      Article info

      Publication history

      Published online: September 05, 2022
      Accepted: August 30, 2022
      Received in revised form: August 1, 2022
      Received: July 9, 2022

      Identification

      DOI: https://doi.org/10.1016/j.amjsurg.2022.08.022

      Copyright

      © 2022 Elsevier Inc. All rights reserved.

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