A sustainable, peer-led teaching model for core trainees

Abstract

Background: At a teaching hospital with a large cohort of novice trainees each year, we supplemented monthly regional FRCA teaching with a fortnightly small-group, local teaching programme. Feedback collated before implementation of the quality improvement project highlighted a demand for local teaching. We present a sustainable, peer-led teaching programme that is easy to run. Methods: The teaching model used was based on the Self Determination Theory,1 to encourage trainee self-motivation in preparing for the academic demands of core anaesthetics training. The Primary FRCA syllabus was broken down into topics and sub-topics designed to be sufficiently ‘bite-sized’ for trainees. Protected twice-monthly teaching lasting half a day was allocated to cover a key topic. Sub-topics were allocated to trainees in attendance who were given 45 min to research their topics, before regrouping to present back to their colleagues. A post-Primary FRCA trainee facilitated peer-led discussions and ensured topics were explored appropriately throughout each session. Facilitating trainees were permitted to use their Educational Development Time (EDT) to lead these sessions. Results: Feedback was collated pre-implementation and 6 months post-implementation of the teaching programme using Likert scale questionnaires. Some 100% of trainees felt that the small-group teaching environment was conducive to their learning. Feedback obtained from college tutors indicated the model worked well for novice anaesthetists as it required active participation and helped individuals develop skills necessary for the Primary FRCA. It was also noted to aid rapport building between the peer group—part of the hidden curriculum of this programme. Trainers intend to continue this teaching programme for future core trainees after the positive results. Conclusion: Supplementing regional teaching with the local teaching model presented here has increased learner confidence, understanding, and ability to talk through difficult topics. It has increased trainee feelings of preparedness for the Primary FRCA and allowed independent, autonomous learning to take place, with senior guidance. Feedback from both trainee and trainer has been positive, with college tutors supporting the continuation of the programme. All trainees partaking engaged positively with the teaching model, were more likely to carry out personal study outside of teaching, and would recommend this teaching programme to incoming core trainees. 1.Orsini C, Binnie VI, Wilson SL. J Educ Eval Health Prof 2016; 13: 19