International Journal of Osteopathic Medicine, 2015/09, 18(3):219–229. doi: 10.1016/j.ijosm.2015.04.013, type of study: ,css,,,,,,,

Full text    (http://www.sciencedirect.com/science/article/pii/S1746068915000462)

Keywords:

medical education [684]
peer [10]
evaluation [57]
questionnaire [42]
osteopathic medicine [2108]
osteopathic manipulative treatment [3946]
OMT [3925]
Australia [175]
cross sectional study [894]

Abstract:

Background Near-peer teaching (NPT) has been reported in a number of teaching programs across different health professions. The utilisation of near-peer teaching in a teaching program has been demonstrated as beneficial for the student, the near-peer tutor and the teaching institution. The literature reports that students evaluate near-peer teaching as comparable to faculty teaching. The use of near-peers with academic tutors in the same classroom and utilising near-peer teaching for an extended period is unreported in osteopathy and limited in the broader literature. Objective This study aimed to investigate the quality ratings of the academic tutors and near-peer tutors teaching in the same classroom, over a semester. Design Questionnaire-based study using the Practical Class Teaching Questionnaire (PCTQ). Setting Osteopathic practical skills laboratory. Methods The PCTQ is a 9-item teaching quality tool developed for this study. Students were asked to rate the academic tutors (ATs) and near-peer tutors with the PCTQ at week 5 and week 12 of a 12-week semester. Descriptive and inferential statistics were used to investigate differences between the tutor types and differences between administration times. Participants Students in the first year of the osteopathy program at Victoria University. Results Statistically significant differences in mean ratings (p < 0.05) between tutor types were noted at week 5. These differences had largely been ameliorated by week 12. There is a strong relationship between the total PCTQ and a global rating of teaching quality. Conclusions Teaching quality of near-peer tutors and ATs is comparable at the end of a 12-week teaching period in a first year osteopathic practical skills subject. Although the mean near-peer tutors ratings were lower than the ATs at week 5, with increasing experience and confidence of the near-peer tutors these differences largely resolved by week 12. NPT should be considered for osteopathic practical skills subjects in the early years of the training program.

Abstract German language:
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