275 PURE – a near-peer tutorship programme to improve paediatric medical education
Notice bibliographique
Résumé
Objectives Near-peer teaching (NPT) is an approach to medical education that benefits both students and educators (1, 2). Paediatric trainees are expected to plan and deliver teaching (3) but lack structured opportunities and training to do so. Paediatric Undergraduate Regional Educators(PURE) programme was developed from a collaboration between three medical universities and a paediatric deanery to address these issues. The vision was to expose medical students to paediatric clinical teaching delivered by trainee doctors spread across 15 Trusts in the region. This abstract summarises the development of PURE and evaluates its efficacy. Methods A shared vision amongst three medical schools from three universities in East of England(EoE) region led to creation of PURE in collaboration with the region’s School of Paediatrics(SOP). In the first Pilot project(2021), 11 Paediatric Educators (PEs) across 4 Trusts delivered teaching to approximately 150 students. The students were taught a universal curriculum agreed between the medical schools. The educators were trained over two training evenings by senior faculty members from the universities and personnel from the SOP deanery, with one-to-one mentorship, administrative support and educational resources. The pilot project expanded in 2022 to include 17 PEs across 8 trusts teaching 250 students Results 77/150 students and 10/11 PEs responded to a feedback survey after the pilot project. The learning outcomes covered were respiratory system examination (67.5% students), development assessment (46.8%) and examination of nervous system (48.1%). 100% PEs reported that they received one-to-one mentorship, and 60% were able to have peer-review of their teaching. 40% PEs felt extremely confident to deliver bedside teaching after participating in PURE as compared to 9.1% before PURE. 100% PEs said they would teach within PURE again. 81.8% of medical students reported that the content taught was extremely relevant to their needs while 92% responded that sessions were delivered as scheduled. Conclusions This novel collaboration between 3 universities and a postgraduate deanery has benefitted both students and trainees, delivering accessible and highly-regarded bedside teaching to medical students and providing avenue for them to develop interest in paediatrics which links with the RCPCH initiative #choosepaediatrics whilst enabling trainees meeting curriculum competencies and developing teaching skills (4). Going forward, PURE envisions a self-sustained Team model that is based upon focused recruitment, with a parallel and supportive mentorship program for PEs, aspiring to reach 500 medical students every year and improving the quality, uniformity, and accessibility of undergraduate clinical teaching in paediatrics. References Can Near Peer Teaching Improve Academic Performance. International Journal of Higher Education. Williams. 2014. Khapre M, Deol R, Sharma A, Badyal D. Near-Peer Tutor: A Solution For Quality Medical Education in Faculty Constraint Setting. Cureus. 2021. GMC Approved Paediatric Postgraduate Curriculum. https://www.gmc-uk.org/education/standards-guidance-and-curricula/curricula/paediatrics-curriculum, 2018. Introducing Our New Choose Paediatrics Programme. https://www.rcpch.ac.uk/news-events/news/introducing-new-choose-paediatrics-careers-programme. 2021.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,018 | 0,003 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».