Year: 2013
Type: article
Abstract: lay terms, with other features of the history; Doctor descriptions provided tips on key questions, and Observer descriptions included tips for giving feedback and hints on issues to clarify (e.g. the nature of penicillin allergy was clarified as a rash).Each Facilitator was given all three descriptions.Stations lasted 8 minutes, during which participants read the scenario, took the history and gave feedback.Timing was indicated by a pre-recorded PowerPoint audiovisual presentation.What lessons were learned?Students' feedback praised the activity for its provision of a high level of interaction with many people.Its constant peer-referencing was reported to boost confidence, its fast pace prevented any dwelling on mistakes, and frequent changes in co-participants meant that any embarrassment was left behind.It was perceived as a good icebreaker and helped to desensitise students to the stress of active participation in a new method, preparing them for modern teaching methods involving role-play and the application of learning.Novel teaching methods may help students extend their repertoire of learning styles.The technique encouraged vertical (from Facilitators and scenarios) and horizontal (from peers) learning.The Observer role introduced insight into giving feedback.Timing was a challenge: more time for history taking might allow more thorough history taking, but the speed of learning new points and meeting new people would be sacrificed.The quality of the written scenarios is important: roles were adapted following previous feedback to ensure that each station was concise enough to be digested easily, but contained a similar quantity and variety of learning points for each participant.This set-up worked for 44 people at 11 stations (gaps can be filled by senior students and stations can be run without tutors); however, it is possible to run the set-up with different numbers of stations or roles.(The number of stations should be a prime number to ensure all participants meet new people at each station.)Similarly, the timing and the nature of content (e.g.obtaining consent, breaking bad news) could be adapted.
Source: Medical Education
DOI: 10.1111/medu.12170
Authors: Connie Leeper, Suzanne McCluskey, James Leeper, James Jackson, Erin D Snyder
Institutions: University of Alabama at Birmingham, University of Oxford
Language: English
Field: Medicine
Domain: Health Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W1975627498