title: An Observational Case Study of Near-peer Teaching in Medical and Pharmacy Experiential Training.
abstract: Objective.To compare peer teaching in a medical and a pharmacy clinical teaching unit and to provide suggestions for future research in pharmacy near-peer teaching.Methods.This exploratory observational study used principles of ethnographic methodology for data collection and analysis. Observations were collected in a large downtown teaching hospital. An average of 4-6 hours per day were spent observing a team of medical trainees from the Faculty (School) of Medicine in the general internal medicine (unit for two weeks, followed by a team of pharmacy trainees in an ambulatory hemodialysis (HD) unit for two weeks. Data was collected through field notes and informal interviews that were audiotaped and subsequently transcribed. Data was interpreted by the observer and reviewed weekly by two impartial pharmacists.Results.Five major themes emerged: (1) influence of peer teaching hierarchy; (2) educational distance between peer learners and teachers; (3) effect of the clinical teaching unit size on peer learning; (4) trainees' perception of their teaching role in the clinical teaching unit; and (5) influence of daily schedule and workload on peer teaching. As opposed to pharmacy, a hierarchy and pyramidal structure of peer teaching was observed in medical experiential training. There appeared to be no effect of educational distance on near peer teaching; however, perception of teaching role and influence of daily schedule affected near-peer teaching.Conclusion.Through initial comparisons of medical and pharmacy clinical teaching units, this study provides a reflection of elements that may be necessary to successfully implement near-peer teaching in pharmacy experiential training. Future studies in this area should assess learning outcomes and participant satisfaction, preceptor workload, and impact on patient care.
authors.affiliation: University of Toronto, Toronto, Ontario, Canada.
authors.forename: Bayan
authors.initials: B
authors.lastname: Sharif-Chan
authors.affiliation: University of Toronto, Toronto, Ontario, Canada.
authors.forename: Dipti
authors.initials: D
authors.lastname: Tankala
authors.affiliation: University of Manitoba, Winnipeg, Manitoba, Canada.
authors.forename: Christine
authors.initials: C
authors.lastname: Leong
authors.affiliation: University of Toronto, Toronto, Ontario, Canada.
authors.forename: Zubin
authors.initials: Z
authors.lastname: Austin
authors.affiliation: University of Toronto, Toronto, Ontario, Canada.
authors.forename: Marisa
authors.initials: M
authors.lastname: Battistella
mesh_terms: D004501:Education, Medical / Q000379:methods*; D004512:Education, Pharmacy / Q000379:methods*; D000071216:Faculty, Pharmacy; D006784:Hospitals, Teaching; D007388:Internal Medicine / Q000193:education; D011231:Preceptorship; D018794:Problem-Based Learning; D006435:Renal Dialysis; D013663:Teaching; D016526:Workload
keywords: layered learning; near-peer teaching; peer teaching