abstract: Randomized surgical training for medical students: resident versus peer-led teaching (trial and error)

Blogger's Note: tip - get it in writing who will be performing the surgery before the surgery;  trial, error, adverse events and living WITH the failures = patients' lives; "low-threat" = system issue

Randomized surgical training for medical students: resident versus peer-led teaching

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Scott C. Graziano MD^{, a,}

^a Department of Obstetrics and Gynecology, Loyola University Medical Center, Maywood, IL

Available online 16 March 2011.

Objective

Medical students spend significant portions of their time in the operating room, with many learning skills through trial and error. Peer-assisted learning is a useful teaching and learning method. Our hypothesis is that students will perform basic skills in the operating room environment more often when taught by their peers.

Study Design

Sixty third-year medical students participated in an operating room introduction course. Learners were randomized into 2 cohorts: 1 led by obstetrics and gynecology residents, 1 led by fourth-year medical students. Assessment was performed using an objective, structured clinical exercise.

Results

Peer-assisted learners performed more steps correctly during the objective exercise compared with resident-assisted learners (16.1 vs 14.4 of 22 total steps assessed, P < .01).

Conclusion

Peer-assisted learning may be a useful teaching method for simulation training. Third-year medical students may benefit from this low threat and informal environment.