Description
In this presentation, Prakrit Kumar, a final year medical student at the University of Birmingham, discusses the outcomes of a pilot near-peer teaching program focused on orthopedic examinations for medical students, referred to as COTS. Kumar addresses the existing challenges faced by undergraduate medical students, specifically the lack of a national orthopedic curriculum and the consequent stress associated with upcoming Objective Structured Clinical Examinations (OSCEs). The program was developed to reduce confusion regarding examination techniques and to enhance students' confidence through peer-led instruction.
Kumar outlines the structure of the program, which consisted of six fortnightly sessions from January to March 2020, targeting six key joints: shoulder, hip, knee, ankle, and lumbar spine. The tutors, who were senior medical students with recent experience in orthopedic OSCEs, ran sessions designed to align with the university curriculum. Evaluation measures included pre- and post-session quizzes and anonymous feedback forms to gauge effectiveness and gather insights from participants.
The results revealed that a significant majority of students felt more prepared for OSCEs after attending the sessions, with high satisfaction rates pertaining to the content and organization of the program. Additionally, tutors reported improvements in their own knowledge and teaching confidence as a result of their involvement. Questions from the audience highlighted specific aspects of the program's quality assurance and the potential correlation between confidence levels and actual performance in OSCEs, although Kumar noted that the COVID-19 pandemic halted the ability to assess this correlation.
The presentation emphasized the success of the COTS initiative and aspirations for broader application across other medical schools, seeking to improve educational outcomes not only for students but also for future patient care.