@文章{信息:doi/10.2196/37872，作者="Shah, Savan"，标题=" COVID-19时代倒数第二年客观结构化临床检查在线近同伴教学评估:纵向研究"，期刊="JMIR Med Educ"，年="2022"，月="五月"，日="26"，卷="8"，数="2"，页数="e37872"，关键词="近同伴教学;peer-assisted学习;客观结构化临床检查;欧安组织;网络教学;COVID-19;医学教育;学习;医学院;近乎旗鼓相当的老师; NPT; near-peer learner; NPL", abstract="Background: The benefits of near-peer learning are well established in several aspects of undergraduate medical education including preparing students for Objective Structured Clinical Examinations (OSCEs). The COVID-19 pandemic has resulted in a paradigm shift to predominantly online teaching. Objective: This study aims to demonstrate the feasibility and benefits of an exclusively online near-peer OSCE teaching program in a time of significant face-to-face and senior-led teaching shortage. Methods: A teaching program was delivered to penultimate-year students by final-year students at Manchester Medical School. Program development involved compiling a list of salient topics and seeking senior faculty approval. Teachers and students were recruited on Facebook. In total, 22 sessions and 42 talks were attended by 72 students and taught by 13 teachers over a 3-month period. Data collection involved anonymous weekly questionnaires and 2 separate anonymous student and teacher postcourse questionnaires including both quantitative and qualitative components. Results: On a scale of 1-10, students rated the quality of the program highly (mean 9.30, SD 1.15) and felt the sessions were highly useful in guiding their revision (mean 8.95, SD 0.94). There was a significant increase in perceived confidence ratings after delivery of the program (P<.001). Teachers felt the program helped them better understand and retain the subject material taught (mean 9.36, SD 0.81) and develop skills to become effective clinical teachers (mean 9.27, SD 0.79). Conclusions: This is the first study demonstrating the efficacy of a near-peer OSCE teaching program delivered exclusively online. This provides an exemplary framework for how similar programs should be encouraged given their efficacy and logistical viability in supplementing the undergraduate curriculum. ", issn="2369-3762", doi="10.2196/37872", url="https://mededu.www.mybigtv.com/2022/2/e37872", url="https://doi.org/10.2196/37872", url="http://www.ncbi.nlm.nih.gov/pubmed/35617013" }