The 3-D Skills Model: a Randomised Controlled Pilot Study Comparing a Novel 1\u20131 Near-Peer Teaching Model to a Formative OSCE with Self-regulated Practice

C Robertson,Z Al-Moasseb,J G Boyle,Z Noonan

doi:10.1007/s40670-021-01369-w

Abstract

IntroductionNear-peer teaching is a popular pedagogical teaching tool, with well-recognised benefits for students and tutors. There are multiple existing models to structure these interventions, but it is often unclear how they translate to academic attainment. We designed a novel near-peer teaching model that expands on previous research.MethodsOur model was piloted in a formative Objective Structured Clinical Examination (OSCE) setting, trialled on 22 pre-clinical medical students to establish feasibility, acceptability and descriptive outcomes that could inform the design of a larger study. Students were randomly assigned to intervention or control cohorts. Each cohort undertook 5 min formative OSCE assessments with either 3 additional minutes of structured teaching or 3 min of self-regulated practice before reattempting the first OSCE station. Checklist marking sheets for 1st and 2nd sittings were collected by independent external markers, in addition to a global assessment rating in which we used the Borderline Regression Method to establish the station pass mark.ResultsA quantitative and qualitative result analysis was performed, demonstrating that students gained on average 3 additional marks after teaching with this model. Students and student-tutors reported increased confidence, high course satisfaction and evidence of reflective practice.DiscussionWe established acceptability and feasibility outcomes. The descriptive outcomes will support the design of a larger, adequately powered study required to demonstrate translation to summative exam performance.

Highlights

Near-peer teaching is a popular pedagogical teaching tool, with well-recognised benefits for students and tutors
Near-peer teaching (NPT) as a pedagogical teaching method promotes effective learning through constructivist education theory with goal-orientated learning outcomes thought to be established through cognitive congruence [1,2,3]
Cognitive congruence describes the experience proximity of a near-peer tutor which contributes to effective learning perhaps due to

Summary

Introduction

Near-peer teaching is a popular pedagogical teaching tool, with well-recognised benefits for students and tutors. Methods Our model was piloted in a formative Objective Structured Clinical Examination (OSCE) setting, trialled on 22 pre-clinical medical students to establish feasibility, acceptability and descriptive outcomes that could inform the design of a larger study. Near-peer teaching (NPT) as a pedagogical teaching method promotes effective learning through constructivist education theory with goal-orientated learning outcomes thought to be established through cognitive congruence [1,2,3]. Near-peer tutors may recognise the zone of proximal development better than content experts due to their relatively recent similar learning experiences [1]. This potentially enables better content processing for students during the learning events [2, 3]. Learning achieved in near-peer-delivered events is mutual; students gain knowledge, and tutors themselves consolidate their own knowledge, and cultivate transferable professional skills [5]

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