Small Group Teaching Research Articles

Short Comprehensive Multimodal Behavioural Intervention for Tuberculosis-Can It Be Effectively Incorporated in Tribal Health?

Tuberculosis management in tribal areas is a major challenge to the National Tuberculosis Elimination Program in India. There is need for culturally appropriate interventions for bridging the gaps existing in the current system. There is paucity of research in this vulnerable group; hence, a study was undertaken to determine the effect of a Short Comprehensive Multimodal Behavioural Intervention in tribal colonies of Kerala. The study used before-after design to assess the effectiveness of a Short Comprehensive Multimodal Behavioural Intervention for tuberculosis knowledge and voluntary reporting among residents of tribal colonies. The intervention included individual, small group, and large group education, with verbal, printed, and performance methods. Public-private partnership with community participation was emphasized to encourage the residents to approach public health system for managing tuberculosis. Ten tribal colonies from two districts were included with 104 participants. There was significant improvement in the proportion of participants with knowledge regarding different aspects of tuberculosis such as aetiology, symptoms, transmission, and treatment. The overall knowledge score had a significant improvement [median (range) 3.0 (0-9) to 7.0 (0-11), p < 0.001] when assessed one month consequent to the intense period of group education. Short-term health behavioural intervention package appropriate for the target group, implemented with public-private partnership and community participation of trained local volunteers, proved effective in improving the knowledge regarding tuberculosis and thereby health-seeking behaviour in detection. This can be tested for scaling up, and replication in other tribal health issues.

Comparative Evaluation of Choose Your Own Adventure and Traditional Linear Case Formats in Radiology Small Group Teaching

We aim to compare Choose Your Own Adventure (CYOA) presentation format with linear case format as educational methods for teaching a radiology small group session to medical students. A radiology small group session was held for preclinical second-year medical students in the pulmonary course, whereby eight classrooms of students and eight radiology facilitators were each randomized to do either the linear case format or the nonlinear CYOA presentation format. All students in attendance were administered a survey at the end of the session, which assessed students' perceptions using five-point Likert-type questions. The survey also contained a four-question knowledge quiz on chest radiology. The facilitators were administered a qualitative survey as well. Between-group analyses were performed using Student's t-test. Of the 144 students who attended the small group sessions, 143 students completed the survey (99.3%). The CYOA format group reported significantly greater engagement in the cases (4.5 ± 0.7 vs. 3.8 ± 0.7, p < 0.001), satisfaction with the format (4.6 ± 0.6 vs. 3.7 ± 0.9, p < 0.001), and enhancement of clinical decision making skills (4.5 ± 0.6 vs. 3.5 ± 0.9, p < 0.001). The linear format group reported a greater role for the facilitator to add value (4.6 ± 0.5 vs. 4.3 ± 1.1, p=0.033). There was no significant difference between groups in performance on the knowledge quiz. Medical students reported higher satisfaction, engagement, and enhanced clinical decision making skills with the CYOA presentation method compared to linear case format for radiology small group learning.

Faculty perspectives of small group teaching experience in medical school in Tamil Nadu.

BACKGROUND:The small group teaching (SGT) is gaining popularity in medical education since it improves the student's thinking capacity and aids knowledge retention. Several studies have been conducted to analyze students' attitudes regarding SGT. Faculty, on the other hand, have mixed perception about SGT methodology. Therefore, the main objective of this study was to explore medical faculties' perceptions of SGT effectiveness in the medical curriculum.MATERIALS AND METHODS:A cross-sectional, descriptive survey was conducted among 50 medical college teachers. We have developed set of 12 questionnaires to assess the perception of teachers on SGT methods. Content validation of the survey questionnaire was done by Lawshe method, and Cronbach's alpha was calculated for estimating the internal consistency. Teacher's perception responses were presented as proportion and percentage. We performed principal component analysis, structural equation modelling, Chi-squared test (χ2/df), goodness-of-fit index (GFI), adjusted GFI, comparative fit index, and root mean square error of approximation.RESULTS:The validation resulted in the 12 items model indicated superior goodness of fit for sample data. All the extracted factors had good internal consistency of >0.9. Majority of the teachers strongly agreed that the SGT method enhances the student intrinsic motivation (n = 42, 84%), self-confidence (n = 40, 80%) self-directed learning (n = 35, 70%), and student teacher interaction (n = 38, 76%).CONCLUSION:Teaching faculties' perception reflected that SGT is an effective method to impart knowledge to the students and also helps in improving their understanding of their subject. It helps in developing intrinsic motivation to do self-learning in the students. It also helps in developing good peer interaction and improves the communication skills.

Performance of Students toward small group teaching in University College of Sabya

Background: Small group training may be incredibly useful for both learners and facilitators. Successful small groups, on the other hand, encourage active and deliberate participation and enhance student learning.Main Body: The goal of this study was to see how students react to small-group teaching.Patients and methods: A descriptive faculty-based study was done at Jazan University College of Sabya including 335 students from three departments participating in an online questionnaire about their knowledge, abilities, and attitudes toward small group teaching. Results: Most of the students had a high level of knowledge and abilities, as well as a good attitude toward small group instruction (67.75%).Conclusion: These results highlight the importance of taking into account students’ success in small group education.Recommendations: I recommend giving more attention to education through small group discussion

Physiology teaching methodology – Perspective of undergraduate medical students

Background: Proper understanding of concepts of physiology forms basis of good clinical practice. To make the lectures of physiology, more interesting and understanding one has to review the teaching methods at regular intervals. Aims and Objectives: This study is designed to get feedback regarding teaching methods in physiology from MBBS students of Government Medical College, Kozhikode, to make teaching more effective. Materials and Methods: Two hundred randomly selected students who successfully completed 1st-year MBBS are included in the study group. The standard questionnaire is shared to study group through Google forms and adequate time is given to record their responses. Descriptive statistics are used. Frequency is expressed in percentage. Results: Most of students prefer interactive teaching methodologies such as group discussion as their preferred mode of learning rather than conventional didactic lectures in whole batch. Students also like to have integration with other subjects and early clinical exposure to understand the concepts precisely. Conclusion: Teaching in small groups with proper integration and alignment with other subjects will make maximum results in rather than the traditional teacher centered medical education. Periodic review of teaching methods is very much essential to make the subject more interesting.

Metodologías didácticas de bioética en el alumnado de fisioterapia. Revisión bibliográfica

Physiotherapy, as a health profession, has its own ethical perspective derived from its specific activities, with its particular ethical problems and dilemmas. It has been observed that there is a lack of bioethics content during university training for this degree. Based on this, the objective of this study is to find out the methodology of teaching ethics in physiotherapy. For this purpose, a bibliographic review is made in databases that include the teaching methodologies used in physiotherapy students. Six articles were included for analysis. The results obtained show variability in the methodologies, samples and assessment tools. Although similarities are found in terms of teaching in small groups, bioethics teaching and clinical practice are carried out at the same time and the use of clinical cases with qualitative analysis of the narrative generated by the students

Qualitative methods as decolonised pedagogical praxis: Student and educator reflections on embedding photovoice in undergraduate course curricula

Photovoice is a qualitative research method where participants are empowered to curate and expand upon their everyday lives through photography. When used as a learning activity embedded within psychological curricula, Photovoice is an empowering tool which promotes student engagement and attainment. The present report reflects upon the use of Photovoice in small group teaching from both the student and educator’s perspectives. It presents the rationale and methods for using Photovoice within undergraduate small group teaching, and the use is evaluated and discussed. Photovoice reduces or removes hierarchical and normative power structures in the learning environment, centres student voices, and grounds abstract psychological concepts. Photovoice can be used to complement and extend other teaching practice to promote equitable outcomes and educational attainment for all students.

Perceptions of Medical Undergraduate Students on Curricular Changes in Anatomy: An Embedded Design Mixed Method Study.

Introduction: Implementation of competency-based medical education (CBME) offers challenges to the faculty and students. As a part of the new curriculum by the National Medical Council of India, we introduced certain teaching and assessment modifications in anatomy. There are few studies on the actual implementation of CBME. The current study aimed to assess the perceived usefulness of the teaching, learning, and assessment methodology (TLAM) based on written feedback from students.Methods: All the 147 first MBBS students of the batch who had undergone the new teaching learning methodology answered the questionnaire on usefulness of the various TLAMs on a 3-point Likert scale which was taken as quantitative data. They were also asked to pen down their opinions and suggestions about the TLAM which was thematically analysed and considered as qualitative data. Face and content validity was assessed prior to administration of the questionnaire. Descriptive statistics were used for quantitative variables. Qualitative data were analysed by thematic analysis.Results: 100% of the students found vertical integration and small group teaching as useful. Seminars and quizzes were reported as useful to extremely useful by 75.5% of the students. Self-directed learning and near-peer teaching was also appreciated well by 78% of students. In Embryology and Neuroanatomy, these active learning methods were not found to be useful as these topics were difficult to understand. Overall, the new TLAM introduced as per the new medical curriculum was found useful for the majority of students.Conclusion: This study provides valuable insights on the teaching, learning, and assessment methods as formulated by the competency-based medical curriculum. Though active learning methods are the integral principles of andragogy, the concepts which are difficult to understand need to be taught using the traditional teaching methodology.

Impact and Perception of Virtual Team-based Learning in Comparison to Online Lectures in Pharmacology- A Randomised Crossover Interventional Study

Introduction: Competency-based Medical Education (CBME) emphasizes small group teaching; henceforth, more innovative educational strategies are needed to stimulate student learning. Team-based Learning (TBL) is structured small-group teaching featuring student preparation out of class to acquire critical concepts. In the current study, TBL was carried out on a virtual platform using commonly available web applications. Aim: To evaluate the impact and perception of virtual TBL compared to online lectures in Pharmacology. Materials and Methods: The randomised crossover study was conducted from September 2021 to January 2022, in the Pharmacology department of Tirunelveli Medical College, Tirunelveli, Tamil Nadu, India. The students were assigned into two groups in the ratio of 1:1 by simple random sampling. Students in group A attended TBL sessions, whereas group B attended lectures on the same topic via Google classroom for the first session. A crossover of groups was done for the second session. At the end of both sessions, a questionnaire with Multiple Choice Questions (MCQs) to assess knowledge recall and Short Answer Questions (SAQs) to assess critical analysis was sent to both groups in Google forms, and responses were collected and evaluated. A validated 33 item TBL Student Assessment Instrument (TBL-SAI) was used to determine the student perceptions. An unpaired t-test was used to compare the scores of both groups to assess performance. MannWhitney U test was used to compare the student accountability, preference, and satisfaction scales of TBL-SAI. Results: Out of 130 students, 125 were taken up for analysis as five failed to attend the sessions or complete the questionnaire. TBL group scored significantly better than the lecture group in MCQs {(15.8±2.2 vs 12±2.6) and (12.7±3.5 vs 6.4±2.2)} and SAQs {(5.4±2.1 vs 2.3±1.4) and (6.1±2.0 vs 3.3±1.9)} in sessions 1 and 2, respectively. TBL-SAI subscale and total scores were higher than neutral scores in both groups, indicating a positive attitude toward virtual TBL. Conclusion: Implementation of virtual TBL in synchronous setting in Pharmacology course established proof of high student accountability and satisfaction. Students preferred online TBL to online lectures. Virtual TBL sessions were more effective than online lectures.

Effect of a community-based multicomponent intervention on cervical cancer behavior among women - A randomized controlled trial.

Cervical cancer is the leading cause of death worldwide, especially in developing countries. More than one-fifth of newly diagnosed cervical cancer cases are occurring in India. Cervical cancer is a highly preventable and curable cancer compared with other types of cancer, if detected at an early stage. The present study has been carried out to assess whether a community-based, multicomponent, nurse-led intervention program improves cervical cancer screening behavior of women. An experimental randomized controlled trial was carried out by recruiting 419 women in the age group of 30-60 years (246 in the experimental group and 173 in the control group) residing in a selected rural community (selected tribal settlements) of Idukki district of Kerala, India, using multistage cluster sampling. The intervention comprising small group education followed by reinforcement session, telephonic reminders, navigation and guidance for Pap smear, and follow-up visit by the investigator was administered to the experimental group, and the control group did not receive any intervention. Knowledge, attitude, and screening behavior of women related to prevention of cervical cancer were assessed before and twice after the intervention. The experimental and control groups were homogenous in all baseline sociodemographic variables. The community-based intervention program was effective in improving knowledge (P < 0.001), attitude (P < 0.001), and screening behavior (P < 0.001) of women regarding the prevention of cervical cancer. A significant moderate positive correlation was found between knowledge and screening behavior (r = 0.408). Significant association was found between knowledge, attitude, and practice regarding prevention of cervical cancer with education, age at the time of marriage, and number of pregnancies. The community-based, multicomponent, nurse-led intervention program was effective in improving cervical cancer screening behavior among women. Repeated motivation and reinforcement are needed to bring behavioral change and to increase uptake of screening services among rural women.

Anatomy in a virtual small-group learning setting: A COVID revelation

Background: The benefits of small-group learning (SGL) in anatomy are well documented; however, the COVID-19 pandemic has seen the dynamics of SGL change in the online environment. In this study, we aimed to study the effects of the online platform and the content created on students' perception in the delivery of virtual SGL (VrSGL) in anatomy for 1-year medical students. Materials and Methods: VrSGL in anatomy was conducted for 6 weeks on Microsoft Teams as a meeting platform. Each group consisted of 10–12 1st-year medical students. Various aspects of VrSGL were analyzed with respect to technological factors, online content, online small-group teaching, and assessment modalities such as online viva, digital spotters, clinical cases, and short answer writing, through validated online feedback forms. Results: Of the 97 students (46 males and 51 females), 86% found the frequency of VrSGL optimal. There was a substantial positive correlation between connectivity issues and the quality of SGL. Majority of the students reported that VrSGL enabled them to learn anatomy well (72%), at their own pace (90%), and increased their accountability (85%). There was a significant positive correlation between the effectiveness of VrSGL sessions and quality of specimen demonstration videos (P < 0.001), assignments (P < 0.001), and online assessment (P < 0.001). A significant drawback of VrSGL was the lack of handling of cadaveric specimens as reported by 91% of the students. Conclusion: The most impactful factors on VrSGL were quality of specimen demonstration videos, frequency of the SGL sessions, assignments, and online assessment modalities.

109 Perceptions of Virtual Simulations by Inter-Professional Simulation Facilitators

The COVID-19 pandemic has necessitated pedagogical change with many events virtual or hybrid in nature. Simulation events are particularly affected due to their hands-on quality. In addition, requirement for virtual facilitators may be increased compared with in-person counterparts. Virtual simulation education must be as high quality as in-person efforts and facilitator training is key. Some principles of virtual facilitation differ from in-person, for example, in relation to debriefing The aim of the study was to deliver virtual facilitator education addressing the format, objectives, expectations and strategies for virtual IP simulations.The traditional in-person Facilitator Training and Inter-professional Education (IPE) Event Training Design course our university-affiliated program delivers was adapted based on a local needs assessment to the virtual Facilitating Virtual Simulations Crash Course. This was delivered as required as small-group Zoom-based teaching, outlining educational theory, practice and principles of virtual simulation facilitation.Sixteen virtual inter-professional simulations have been delivered for students in 19 professions within our Office of IPE since September 2020 with 33 inter-professional facilitators from 4 institutions. To determine the efficacy of our novel virtual facilitation, training facilitators were surveyed. The majority had facilitated one to five simulations (in-person 58%, virtual 70%). In addition to the Office of IPE training, 30% of facilitators had received external education on in-person simulation facilitation compared with 6% for virtual facilitation. The majority of facilitators strongly agreed/agreed that they were as effective a facilitator in virtual simulations (80%), as confident facilitating virtually (70%), as psychologically safe in virtual debriefings (75%), and that virtual simulations will continue in their practice after the pandemic (100%). Most (95%) facilitators strongly agreed/agreed that students were as engaged with virtual simulations as with in-person and 80% felt virtual simulations were a good learning experience for students. The majority (88%) of facilitators strongly agreed/agreed that the virtual crash course provided the knowledge and practice to help them effectively facilitate virtually, and 75% strongly agreed/agreed that the crash course made them appreciate and foster IP relationships in their daily work. These results are comparable to evaluation of in-person training delivered before the pandemic.Virtual simulation events require specific facilitation strategies, and virtual education is useful to improve the knowledge and confidence of facilitators. Facilitators value the virtual simulation experience for themselves and their students, and they believe that this will be an important pedagogy post-pandemic.

119 From Ad hoc Teaching Sessions to Full-Day Themed Teaching Days: An Undergraduate Education Team’s Response to the COVID-19 Pandemic

The COVID-19 pandemic has had a significant impact on the education of medical students. Many final-year students felt overwhelmed by the pandemic and less confident in the clinical setting having missed a significant proportion of their fourth-year studies. In addition, with increased numbers of critically unwell patients, restructure of services and redeployment of staff, it was inevitable that teaching on clinical placement would be compromised.The aim of the study was to develop an innovative near-peer educational programme with integrated simulation to support the learning needs of students and alleviate pressure from clinical specialities.The team developed a programme whereby students attended a full day of protected small-group teaching each week, equating to a total of 72 taught hours per student over an 8-week placement. Each day centred around a common theme, for example, ‘the breathless patient’, working through patient-centred case discussion, diagnostic workshops and simulation (Integrated design of the themed teaching days delivered to final-year students.This innovative teaching programme was implemented over the 2020–2021 academic year and was well received by students as evidenced in the following feedback: ‘It was really helpful and interesting to have each teaching day themed on a presenting complaint’.‘Protected time so (we) do not miss out if clinicians are busy’‘The best teaching I have had during medical school (…) I loved how interactive, clinically focussed and relevant to F1/F2 each teaching day was’.‘Consistently received feedback which I have been able to act upon to improve my clinical practice’‘The improvement in my confidence, understanding &amp; knowledge has been unbelievable’.‘Simulation session was really useful and enjoyable (…) watching and feeding back is a really helpful way to recognize different clinical presentations and critically analyse ABCDE assessment &amp; communication skills’‘These teaching sessions are great and unlike anything normally provided on placement’.The teaching programme has proved to be of such success that the team continue to develop them to integrate further aspects of clinical practice and inter-professional simulation. Furthermore, the team hope to develop themed teaching days for other student year groups to complement their clinical placements.

Effect of Simulation-based Medical Education in Small Groups on Improving the Quality of Nursing Care in Patients Under Electroconvulsive Therapy

Background: Considering the high risk and vital nature of electroconvulsive therapy (ECT) process, as well as the subsequent intensive, essential, and life-saving cares, it is necessary to promote the skills of nurses providing this kind of care. Objectives: This study aimed to determine the effect of simulation on developing the quality of care in nurses working in the ECT department. Methods: This experimental study compared two groups before and after the intervention. Fifty nurses who met the inclusion criteria were randomly allocated into two groups of intervention and control. Low-tech (static) task trainer was used for simulation-based medical education (SBME) in the intervention group. Data were collected using a checklist to investigate the quality of nursing care before and after the intervention. Results: The mean scores obtained from initial preparation subscales, preparation of tools and equipment, measures during ECT, post-ECT measures, and checking patient’s status in pre-test and post-test in the intervention group were significantly different. This suggests that simulation intervention in small groups is effective in improving the quality of nursing care in ECT (P &lt; 0.05). Conclusions: Our results showed that promoting ECT nursing care knowledge among the nurses in small groups by simulation method is an effective intervention.

Higher Speciality Training Boot Camp in Otolaryngology: A Quantitative and Qualitative Analysis of the Northern National Formative Specialty Training 3 Induction Course.

BackgroundOpportunities for new otolaryngology trainees to develop their skills as they embark on specialty training can be limited. Our facility hosted a national simulation-based boot camp for new otolaryngology trainees in the UK. This study aimed to assess the effectiveness of the boot camp in improving trainee confidence as they transitioned from core surgical training (CST) to higher specialty training (HST) in otolaryngology.MethodologyWe conducted a prospective study on the effectiveness of the boot camp on trainee induction. The boot camp included hands-on simulation, small group teaching and didactic lectures addressing technical skills in the fields of otology, laryngology, rhinology, facial plastics, and paediatrics, as well as non-technical skills involving human factors, simulated ward round, and cognitive simulation. The boot camp curriculum reflected the competencies expected by the Joint Committee of Surgical Training (JCST) at this level of training. Participants completed a pre- and post-course questionnaire addressing their self-confidence for the technical and non-technical skills they developed during the boot camp. All participants were invited to participate in an interview 12 months after the boot camp.ResultsA total of 27 new otolaryngology trainees (approximately half of all new otolaryngology trainees in the UK) participated in the boot camp. A significant increase in median confidence was observed for all technical and non-technical stations (p < 0.0001). The increase in confidence observed was similar for participants regardless of prior experience in otolaryngology. Five candidates were interviewed a year after the boot camp. Analysis of the transcripts generated distinct comments that were grouped into five key themes.ConclusionsA simulation-based boot camp mapped to the JCST curriculum can increase the confidence of new otolaryngology Specialty Training 3 trainees during their transition from CST to HST. It can provide valuable and durable technical and non-technical skills to aid trainees in the clinic, theatre environment, and when on-call during their inaugural year of training.

The Black Student Experience: Comparing STEM Undergraduate Student Experiences at Higher Education Institutions of Varying Student Demographic

Although having shown signs of closing in recent years, the Black attainment gap in UK Higher Education continues to be significant and, as such, has received considerable attention in the literature, media, and government. The reasons behind the attainment gap are complex, requiring further research in the area. On observing a possible trend in Black students’ lower attendance, the following research questions were postulated: Is there any evidence to suggest that Black students are overrepresented among those students who have a low attendance track record? If so, what are the reasons to explain this overrepresentation, and how can this be addressed? Quantitative attendance data analysis suggested that at one department Black students were indeed more likely to disengage from their course than non-Black students. With limited prior studies, particularly within STEM subjects, the exploration of Black students’ experiences in STEM departments at two UK universities of differing student ethnicity demographic, but similar staff ethnicity demographic, is reported herein, using a methodology that has not been used in STEM within higher education to our knowledge. The results reveal that Black students often do not feel represented or welcome at university, frequently turning to their university societies rather than their department/school for support where they feel more able to relate to others of similar ethnicity and discuss their experiences. Furthermore, they may benefit from a greater diversity of teaching and assessment approaches than is currently on offer, moving away from traditional lectures and with a greater emphasis on small group teaching. While some minor differences were observed between the students’ experiences at institutions of differing student ethnicity demographic, the findings show that the lack of representation in the staff body, the use of “traditional” teaching approaches ,and the practice of “spreading” Black (and other minority ethnic) students evenly across small teaching groups are very likely having a detrimental effect, with the knock-on consequences of reduced attendance, course engagement, and attainment.

246 IMPROVING LUMBAR PUNCTURE TECHNIQUE AMONG INTERN TRAINEES TO ENHANCE QUALITY OF CARE FOR PATIENTS

Abstract Background Lumbar puncture (LP) is a common procedure performed on older adults in acute medical settings. A higher peri-procedural risk has been shown in older patients. Non-consultant doctors (NCHDs) often lack confidence and competence in performing LP. Simulation based training using task trainers has been shown to improve confidence, preplanning skills and technique. Methods A simulation based teaching session was developed in a university teaching hospital (training structure was adapted from the LP training guide published in MedEdPortal). Small group teaching (with 6–8 learners) was delivered to 25 NCHDs with no prior exposure or experience with lumbar puncture completion. Trainees completed one LP simulation without practice to mastery level. On-demand and post-performance feedback was delivered to learners. An assessment checklist was completed by the supervisor. Learners completed an anonymised quantitative and qualitative questionnaire using Qualtrics XM software at a later date to evaluate self-perceived teaching outcomes. Results 16 doctors completed the questionnaire (64% response rate). 55% rated the LP workshop as a ‘strongly positive’ impact on their learning, while 18% indicated a ‘positive’ impact on a 5-point Likert scale. 19% of trainees reported they were ‘very comfortable’ at performing the procedure post training, with 56.5% ‘comfortable’ to perform an LP in their clinical practice. Qualitative learner feedback included ‘more hands on practice’ on the mannequin, ‘smaller groups for the workshops’ and ‘more practice tips’ during the simulation workshop. Conclusion This pilot study demonstrated interest and positive feedback for the LP simulation training from novice doctors with improved self-assessed confidence. Formal development of an LP simulation training curriculum is underway. The impact of this training on patient care should be assessed in practice.

Students’ Experiences of Peer Observed Teaching: A Qualitative Interview Study

Phenomenon Development of teaching skills is an important aspect of medical student training. One method of developing teaching skills is participation in peer teaching with observation and feedback from peers. This study aims to explore student teachers’ experiences of peer observation of teaching and how they intend to utilize this feedback. Approach We conducted individual semi-structured interviews with peer tutors who had experienced peer observation of their small group teaching and subsequent feedback. The interviews were conducted by a medical student peer not involved in the peer observation of teaching scheme. They were audio recorded and transcribed. The pseudonymised transcripts were coded independently by two researchers using thematic analysis. Findings Nine students participated in interviews lasting a mean of 42 minutes. We identified three main themes: motivations for observation, experiences of observation, and responses to feedback. Students were motivated to have their teaching observed by both intrinsic and extrinsic factors: to develop their skills and competence as a teacher, in recognition of the important role this plays in their career, to provide reassurance that they are providing good quality teaching, to ensure the content of their teaching is appropriate and accurate, and to provide evidence of engagement in, and development of, teaching. Students described feeling nervous before the observations and preparing more for their teaching than they might normally, however, during the observations they felt more comfortable which they attributed to the peer-peer relationship. Students described finding the narrative feedback more useful than the quantitative elements as it provided more detail as to how they might improve. Several students described how they have used the feedback they have received on their teaching to improve subsequent sessions. Insights Peer observation of teaching is a useful and acceptable method of providing feedback on student teaching and recipients intend to use this feedback to improve their teaching.

Stigma, Empathy, and Attitude (SEA) educational module for medical students to improve the knowledge and attitude towards persons with mental illness.

The objective was to develop an educational module on stigma, empathy, and attitude towards mental illness and evaluate its effectiveness among undergraduate medical students. In phase I, the authors developed the Stigma, Empathy, and Attitude (SEA) module consisting of interactive teaching-learning components through an experts-based consensus (two rounds of Delphi). In phase II, the effectiveness of the module was evaluated. SEA module (one-hour interactive lecture and three hours' small group teaching) was delivered to the fifth-semester undergraduate medical students (N=240) once during their psychiatry rotation. Students were assessed with the Mental Health Knowledge Schedule (MHKS), Mental Illness: Clinician's Attitudes (MICA) scale, Jefferson Scale for Empathy (JSE), and Social Distance scale (SDS), to measure mental health knowledge, attitude, empathy, and stigma, at baseline and after delivery of the module. Feedback on the module was obtained from the participating students and faculty. Baseline data was obtained for 157 students, and post-intervention assessment was completed for 66 students. There was a significant increase in MHKS score (p<0.001, Cohen's d=0.59) and a significant reduction in the MICA score (p=0.016, Cohen's d=0.31) after the intervention. However, there was no change in empathy and social distance, as measured by JSE (p=0.23) and SDS (p=0.31). A majority of the faculty and students were satisfied with the module and felt it should be part of the psychiatry curriculum. The SEA module was found to improve medical students' knowledge and attitude towards mental illness and could be integrated as part of the psychiatry curriculum. However, it was ineffective in changing empathy and stigma in the students.

EP.TU.266Anatomy teaching to prepare medical students for placements during COVID-19 pandemic: a cross-sectional study on the use of online near-peer teaching

Abstract Aims Medical students have reduced small-group teaching due to the COVID-19 Pandemic. Anatomy is taught thoroughly in pre-clinical years but not specifically during clinical years. We introduced online small-group near-peer anatomy teaching for students in their first clinical year to help them before starting clinical placements. We investigated the usefulness of revisiting anatomy and the effectiveness of small-group teaching in an online setting. Methods Tutors were 5th or 6th Year medical students, each teaching a group of 5 to 8 tutees anatomy relevant to their clinical placements via Microsoft Teams. Tutees completed a post-tutorial feedback form. The primary outcome was confidence on subject content before and after the tutorial. Each outcome was measured by a Likert Scale, 1 (worst outcome) to 4 (best outcome). Results 127 feedback responses were analysed, a response rate of 62.0%. Mean tutee confidence improved markedly, from 1.520(SD 0.6281) to 3.079(SD 0.5856, p &amp;lt; 0.0001). The mean score for effectiveness of delivery and the effect of technical issues was 3.811 (SD 0.4127) and 3.667 (SD 0.7114) respectively. Analysis of free-text comments showed that the tutorials had a “really great group size” and were “interactive and well-informed”. Conclusions Clinically relevant anatomy teaching in a small-group-setting is useful in improving students’ confidence about the content covered in the placements. The use of online platforms to deliver this in small groups was successful, underwent smoothly and is something that can potentially be implemented in the curriculum.