Open AccessDetermining the utility of peer-assisted learning to enhance clinical skills at the bedside in a Postgraduate Homoeopathic Institute
Author(s) -
Bipin Sohanraj Jain
Publication year - 2020
Publication title -
jish- journal of integrated standardized homoeopathy
Language(s) - English
Resource type - Journals
ISSN - 2581-947X
DOI - 10.25259/jish_17_2020
Subject(s) - checklist , medical education , medicine , session (web analytics) , objective structured clinical examination , psychology , world wide web , computer science , cognitive psychology
Objectives: Despite considerable clinical material in hospitals, students often cannot hone their bedside skills; these skills need continuous practice and input from teachers and medical officers (MOs). Making such inputs frequently available to students in busy wards and casualties is very demanding. We, therefore, conducted this study to explore the utility of peer-assisted learning (PAL) as an alternative to enhance students’ clinical skills at the bedside in a Postgraduate Homoeopathic Institute. This study was conducted at a 100-bedded Homoeopathic PG institute hospital with a 24-h emergency ward where various clinical conditions and emergency cases are treated. The objectives of the study were to study the role of PAL in enhancing clinical skills in terms of receiving the patient, history taking, clinical examination, and developing collaborative and constructive practices at the bedside and exploring the role of PAL in developing a conducive atmosphere of learning and to enhance sensitivity to peers. Materials and Methods: An orientation session and checklist were created after input from MOs and through a pilot study of 25 Part one senior. The students were educated regarding the concept and were asked to take up one case every week to observe and discuss each other’s clinical skills for 12 weeks with the help of a checklist. A retrospective pre-questionnaire was used to analyze the enhancement of clinical bedside skills. The MO analyzed these using the same questionnaire and collectively analyzed student performance at the end of 12 weeks. Results: Student responses were evaluated statistically using the Wilcoxon matched pairs signed-rank test ( P ≤ 0.05). The results revealed a significant change in history-taking attitude, history-taking skills and knowledge, examination skills, investigation correlations, interpersonal relationships, and learning atmosphere. Conclusion: The process of PAL enables student physicians to improve their clinical knowledge, skills, and attitude along with interpersonal relations. This process also enables collaborative and constructive learning and improves students’ sensitivities, allowing them to learn from each other.