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Laryngorhinootologie 2014; 93(06): 392-397
DOI: 10.1055/s-0034-1370944
Originalie
© Georg Thieme Verlag KG Stuttgart · New York

Peer Teaching und Peer Assessment sind effektive Lehrinstrumente in der HNO-Heilkunde

Peer Teaching and Peer Assessment are Appropriate Tools in Medical Education in Otorhinolaryngology
M. Kemper
1   HNO-Klinik, Universitätsklinikum Carl Gustav Carus der TU Dresden, Dresden
,
J. Linke
1   HNO-Klinik, Universitätsklinikum Carl Gustav Carus der TU Dresden, Dresden
,
T. Zahnert
1   HNO-Klinik, Universitätsklinikum Carl Gustav Carus der TU Dresden, Dresden
,
M. Neudert
1   HNO-Klinik, Universitätsklinikum Carl Gustav Carus der TU Dresden, Dresden
› Author Affiliations
Further Information

Publication History

eingereicht 02 January 2014

akzeptiert 13 February 2014

Publication Date:
03 April 2014 (online)

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Zusammenfassung

Hintergrund:

Der Einsatz studentischer Tutoren ist eine etablierte Methode in der Lehre. 2011 wurden PJ-Studenten der HNO-Universitätsklinik Dresden als Peers im HNO-Blockpraktikum eingesetzt, die Teile des praktischen Spiegelunterrichts leiteten (Peer Teaching, PT) und mit (Peer Assessment, PA) in der abschließenden, objektiv strukturierten klinischen Prüfung (OSCE) prüften. Untersucht wurde der Einfluss auf die Lehrqualität und Prüfungsleistung.

Material und Methoden:

248 Studenten (5. Studienjahr) wurden in 2 Gruppen (Gr.) aufgeteilt, von HNO-Ärzten und/oder Peers in der operationalisierte HNO-Spiegeluntersuchung unterrichtet und abschließend in einem OSCE geprüft. Gr. I (n=118) wurde ausschließlich von Ärzten, Gr. II (n=130) von Peers und Ärzten unterrichtet und geprüft. Diese Ergebnisse und die der Evaluation mittels validiertem Fragebogen wurden dozenten- und prüferabhängig stratifiziert.

Ergebnisse:

Gr. I erreichte im OSCE 59,9±4,9 Punkte von max. 65 Punkten. In Gr. II vergaben die Peers im Mittel 58,3±4,3 Punkte und die Ärzte 59,5±4,8 Punkte für die gleiche Prüfungsleistung. Stratifiziert nach der Dozenten- und/oder Prüferqualifikation ergaben sich keine statistisch signifikanten Unterschiede. Die Evaluationsergebnisse waren im Vergleich zum Vorjahr ohne Peers und hinsichtlich der Dozenten- und Prüferqualifikation gleich.

Schlussfolgerung:

Unter Verwendung einer operationalisierten HNO-Spiegeluntersuchung ist der Peereinsatz zum PT und PA zur Vermittlung und Prüfung spezieller Lehrinhalte ohne Verlust in der Lehrqualität und der Prüfungsleistung möglich.

Abstract

Peer Teaching and Peer Assessment are Appropriate Tools in Medical Education in Otorhinolaryngology

Background:

The use of student tutors (peers) is an accepted method in medical education. In 2011, final year students of the otorhinolaryngology (ORL) department of the University Hospital in Dresden were appointed as peers for the clinical ORL examination. They assisted in the instruction of the clinical ORL examination (peer teaching, PT) and served as examiners (peer assessment, PA) in the final objective structured clinical examination (OSCE). The effect on the quality of education and examination was examined.

Material and Methods:

248 medical students (5th year) were divided in 2 groups. They were trained and finally examined in the standardized clinical ORL examination by peers and/or physicians. Group I (n=118) was exclusively trained and examined by physicians and group II (n=130) by peers and physicians. The results of the OSCE were stratified for the 2 groups and in group II for the subgroups according to the instructors’ and examiners’ qualification (peer or physician). The students evaluated the internship and the instructors’ and examiners’ quality with a validated questionnaire.

Results:

In the OSCE, group I scored in the mean 59.9±4.9 points (max. 65). In group II the mean score was 58.3±4.3 points examined by the peers and 59.5±4.8 points for same performance assessed by the physicians. There were no statistical significant differences in the examination results when stratified for the instructors’ and examiners’ qualification. The evaluation results were consistently positive and identical when compared to the previous year without use of PT and PA and between the 2 groups and subgroups.

Conclusions:

When using a standardized clinical examination routine peers can be used for PT and PA to appropriate tools in student’s medical education without any decrease in the teaching and examination quality.

Schlüsselwörter

HNO-Heilkunde - Peer Teaching - Peer Assessment - Medizinische Ausbildung - Lehrqualität - Prüfungsqualität

Key words

otorhinolaryngology - peer teaching - peer assessment - medical education - quality of teaching - quality of examination
 

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