- http://orcid.org/0000-0001-7949-838XPratik Solanki1,
- Dylan Angel2,
- Andrew Foster1
- 1 Medical Education Department, Princess Alexandra Hospital NHS Trust, Harlow, UK
- 2 Barts and The London School of Medicine and Dentistry, London, UK
- Correspondence to Dr Pratik Solanki, Medical Education Department, Princess Alexandra Hospital NHS Trust, Harlow CM20 1QX, UK;
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The benefits of peer group (PG) teaching have been well documented in the literature.1 Several studies have demonstrated an improvement in confidence, clinical skills and knowledge at similar levels to traditional tutor-led sessions on certain topics.2 From a faculty point of view, there is the definite advantage of requiring less faculty members and thus reduced costs. Although peer teaching is used occasionally in clinical skills training in medical schools, it is rarely, if ever, used in simulation training. Thus, we developed a PG-led simulation debriefing programme based on high-fidelity simulation aimed at final year medical students. It was felt that the experiences and thoughts of a current, same year, medical student could provide a unique insight to their peers.
The sessions were organised at Princess Alexandra Hospital NHS Trust, a district general hospital in the UK. Throughout the academic year there are four groups of final year students with around 10 students per group. One of the final year medical students, who had attended the trust earlier …
Contributors PS organised and ran the sessions, collected the data and wrote the manuscript. DA and AF organised and ran the sessions and collected the data.
Funding None declared.
Competing interests None declared.
Provenance and peer review Not commissioned; internally peer reviewed.
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