دوره 13، شماره 4 - ( 10-1403 )
جلد 13 شماره 4 صفحات 210-202 |
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Darayesh M, Rahmanian S, Eftekharian F, Entezar-Almahdi E, Kalani N. Medical Students' Perspectives on the Active Role of Internal Medicine Residents as Peers in Clinical Education at Jahrom University of Medical Sciences. J Emerg Health Care 2024; 13 (4) :202-210
URL: http://intjmi.com/article-1-1222-fa.html
URL: http://intjmi.com/article-1-1222-fa.html
Medical Students' Perspectives on the Active Role of Internal Medicine Residents as Peers in Clinical Education at Jahrom University of Medical Sciences. . 1403; 13 (4) :202-210
چکیده: (594 مشاهده)
Background: Peer teaching, where students learn from and teach each other, is recognized as an effective educational strategy that enhances learning outcomes and strengthens a collaborative learning environment. This study aimed to examine the role of residents as peers in the clinical education of medical students.
Method: This cross-sectional descriptive study was conducted on 114 medical students (students, externs and interns) at Jahrom University of Medical Sciences in 2024. The data collection tools included two questionnaires: a demographic information questionnaire and a researcher-made peer teaching questionnaire. Data analysis was performed using SPSS version 21 and descriptive statistics.
Results: The average score for the active role of residents as peers in clinical education was 3.44 ± 1.08. The highest average scores were for the items "Observing peers demonstrating a clinical skill is indicative of an organized clinical process" (3.99 ± 1.23) and "Interactions between residents (peers) and students enhance active learning environments" (3.99 ± 1.75). The lowest average score was for the statement "The responsibility of teaching skills by peers in the internal medicine ward contributes to the development of student-centered teaching strategies" (2.50 ± 1.13).
Conclusion: This study showed that medical students generally perceive the active role of residents as peers in the clinical education process positively. These findings suggest that integrating peer teaching into the clinical curriculum can enhance the learning experience of medical students, but it should be supported by structured and organized programs
Method: This cross-sectional descriptive study was conducted on 114 medical students (students, externs and interns) at Jahrom University of Medical Sciences in 2024. The data collection tools included two questionnaires: a demographic information questionnaire and a researcher-made peer teaching questionnaire. Data analysis was performed using SPSS version 21 and descriptive statistics.
Results: The average score for the active role of residents as peers in clinical education was 3.44 ± 1.08. The highest average scores were for the items "Observing peers demonstrating a clinical skill is indicative of an organized clinical process" (3.99 ± 1.23) and "Interactions between residents (peers) and students enhance active learning environments" (3.99 ± 1.75). The lowest average score was for the statement "The responsibility of teaching skills by peers in the internal medicine ward contributes to the development of student-centered teaching strategies" (2.50 ± 1.13).
Conclusion: This study showed that medical students generally perceive the active role of residents as peers in the clinical education process positively. These findings suggest that integrating peer teaching into the clinical curriculum can enhance the learning experience of medical students, but it should be supported by structured and organized programs
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