Peer education for medical students on health promotion and clinical risk management
نویسندگان
1 Department of Medicine, University of Udine, Accreditation and Quality Unit, Central Friuli University Integrated Trust
2 Hygiene and Clinical Epidemiology Unit, Central Friuli University Integrated Trust
3 Department of Medicine, University of Udine,
4 HTA Unit, Regional Trust for Healthcare Coordination, Udine, Italy
5 Department of Medicine, University of Udine
6 Department of Medicine, University of Udine
7 Medical Directorate, Central Friuli University Integrated Trust
8 Department of Medicine, University of Udine Medical Directorate, Central Friuli University Integrated Trust
9 Department of Medicine, University of Udine Hygiene and Clinical Epidemiology Unit, Central Friuli University Integrated Trust
10 Hygiene and Clinical Epidemiology Unit, Central Friuli University Integrated Trust
doi
چکیده
CONTEXT: Health promotion (HP) and clinical risk management (CRM) topics are seldom discussedduring medical school lessons. Peer‑assisted learning (PAL) has long occurred informally in medicaleducation, and interest in this method has recently grown, as it is considered a valuable techniquefor both tutors and tutees.AIMS: The aim was to evaluate the impact of HP and CRM PAL intervention on medicalstudents’ (tutees) knowledge level.SETTINGS AND DESIGN: A PAL intervention has been implemented at Udine University medicalschool during 2017. It was composed of lectures and practical activities conducted by ten near‑peertutors.METHODS: The effectiveness has been evaluated by giving tutees: (1) a knowledge multiple‑choicequestionnaire, before and after the intervention; (2) a satisfaction questionnaire; and evaluating (3)tutees’ group assignments.STATISTICAL ANALYSIS USED: We performed descriptive analysis; then McNemar, Wilcoxonsigned rank, Wilcoxon Mann–Whitney, and t‑tests were applied.RESULTS: The number of students addressed by PAL intervention was 62. Difference in totalcorrect answers among pre‑ and post‑intervention questionnaires showed a statistically significantimprovement (P < 0.0001), both when analyzing it globally and by area (HP/CRM). Students’satisfaction for CRM was greater than for HP area (P = 0.0041).CONCLUSIONS: This educational intervention based on PAL showed its effectiveness producinga statistically significant improvement in students’ knowledge. Our findings confirm that PAL couldbe a feasible method for HP and CRM topics.
