Near-Peer Teaching in Conjunction with Flipped Classroom to Teach First-Year Medical Students Basic Surgical Skills

Emily L Lu; Micah K Harris; Thomas Z Gao; Logan Good; Daniel P Harris; David Renton

doi:10.1007/s40670-022-01602-0

Near-Peer Teaching in Conjunction with Flipped Classroom to Teach First-Year Medical Students Basic Surgical Skills

Med Sci Educ. 2022 Aug 1;32(5):1015-1022. doi: 10.1007/s40670-022-01602-0. eCollection 2022 Oct.

Authors

Emily L Lu¹, Micah K Harris¹, Thomas Z Gao¹, Logan Good¹, Daniel P Harris², David Renton³

Affiliations

¹ The Ohio State University College of Medicine, Columbus, OH USA.
² Case Western Reserve University School of Medicine, Cleveland, OH USA.
³ Department of General Surgery, The Ohio State University Wexner Medical Center, Columbus, OH USA.

Abstract

Background: There is increasing evidence that students are completing medical school with insufficient surgical education. Near-peer tutoring and flipped classroom formatting may be used to enhance learning while simultaneously relieving faculty burden of teaching. Here, we qualitatively evaluate a 3-month course that integrates the use of near-peer teaching and flipped classroom formatting, with the goal of increasing first-year medical students' self-perceived confidence in performing basic sutures and knot-ties as well as interest in surgery.

Methods: Twenty-one first-year medical students participated in a suturing and knot-tying course led by senior medical students. The course consisted of 2-h sessions held every 2 weeks for a total of five sessions. Students were sent publicly available videos prior to each session by which to learn the upcoming techniques and received live feedback from instructors during sessions. Questionnaires were completed pre-course and post-course.

Results: Compared to pre-course ratings, post-course ratings of self-perceived confidence to perform various knot-ties and sutures all increased significantly (p < 0.05). All students stated that the course strengthened their desire to pursue a career in surgery. Student feedback of the course was overall positive.

Conclusions: Near-peer teaching can be used in conjunction with flipped classroom to increase first-year medical students' self-perceived confidence in surgical suturing and knot-tying as well as interest in surgery. This curriculum may serve as an outline for student-led courses at other institutions.

Keywords: Education; Flipped classroom; Medical school education; Peer-assisted learning; Student education; Suturing and knot-tying.

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