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Effect of Engaging Trainees by Assessing Peer Performance: A Randomised Controlled Trial Using Simulated Patient Scenarios

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Standard

Effect of Engaging Trainees by Assessing Peer Performance : A Randomised Controlled Trial Using Simulated Patient Scenarios. / Loumann Krogh, Charlotte; Ringsted, Charlotte; Kromann, Charles B; Rasmussen, Maria Birkvad; Todsen, Tobias; Jørgensen, Rasmus Lundhus; Jacobsen, Rikke Borre; Dahl, Jørgen B; Konge, Lars.

I: Journal of Biomedicine and Biotechnology, Bind 2014, 610591, 2014, s. 1-7.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Harvard

Loumann Krogh, C, Ringsted, C, Kromann, CB, Rasmussen, MB, Todsen, T, Jørgensen, RL, Jacobsen, RB, Dahl, JB & Konge, L 2014, 'Effect of Engaging Trainees by Assessing Peer Performance: A Randomised Controlled Trial Using Simulated Patient Scenarios', Journal of Biomedicine and Biotechnology, bind 2014, 610591, s. 1-7. https://doi.org/10.1155/2014/610591

APA

Loumann Krogh, C., Ringsted, C., Kromann, C. B., Rasmussen, M. B., Todsen, T., Jørgensen, R. L., Jacobsen, R. B., Dahl, J. B., & Konge, L. (2014). Effect of Engaging Trainees by Assessing Peer Performance: A Randomised Controlled Trial Using Simulated Patient Scenarios. Journal of Biomedicine and Biotechnology, 2014, 1-7. [610591]. https://doi.org/10.1155/2014/610591

Vancouver

Loumann Krogh C, Ringsted C, Kromann CB, Rasmussen MB, Todsen T, Jørgensen RL o.a. Effect of Engaging Trainees by Assessing Peer Performance: A Randomised Controlled Trial Using Simulated Patient Scenarios. Journal of Biomedicine and Biotechnology. 2014;2014:1-7. 610591. https://doi.org/10.1155/2014/610591

Author

Loumann Krogh, Charlotte ; Ringsted, Charlotte ; Kromann, Charles B ; Rasmussen, Maria Birkvad ; Todsen, Tobias ; Jørgensen, Rasmus Lundhus ; Jacobsen, Rikke Borre ; Dahl, Jørgen B ; Konge, Lars. / Effect of Engaging Trainees by Assessing Peer Performance : A Randomised Controlled Trial Using Simulated Patient Scenarios. I: Journal of Biomedicine and Biotechnology. 2014 ; Bind 2014. s. 1-7.

Bibtex

@article{040e25c5fc414faeaee72631663c399a,
title = "Effect of Engaging Trainees by Assessing Peer Performance: A Randomised Controlled Trial Using Simulated Patient Scenarios",
abstract = "INTRODUCTION: The aim of this study was to explore the learning effect of engaging trainees by assessing peer performance during simulation-based training.METHODS: Eighty-four final year medical students participated in the study. The intervention involved trainees assessing peer performance during training. Outcome measures were in-training performance and performance, both of which were measured two weeks after the course. Trainees' performances were videotaped and assessed by two expert raters using a checklist that included a global rating. Trainees' satisfaction with the training was also evaluated.RESULTS: The intervention group obtained a significantly higher overall in-training performance score than the control group: mean checklist score 20.87 (SD 2.51) versus 19.14 (SD 2.65) P = 0.003 and mean global rating 3.25 SD (0.99) versus 2.95 (SD 1.09) P = 0.014. Postcourse performance did not show any significant difference between the two groups. Trainees who assessed peer performance were more satisfied with the training than those who did not: mean 6.36 (SD 1.00) versus 5.74 (SD 1.33) P = 0.025.CONCLUSION: Engaging trainees in the assessment of peer performance had an immediate effect on in-training performance, but not on the learning outcome measured two weeks later. Trainees had a positive attitude towards the training format.",
keywords = "Adult, Clinical Competence, Education, Medical, Graduate, Female, Humans, Male, Problem-Based Learning, Task Performance and Analysis",
author = "{Loumann Krogh}, Charlotte and Charlotte Ringsted and Kromann, {Charles B} and Rasmussen, {Maria Birkvad} and Tobias Todsen and J{\o}rgensen, {Rasmus Lundhus} and Jacobsen, {Rikke Borre} and Dahl, {J{\o}rgen B} and Lars Konge",
year = "2014",
doi = "10.1155/2014/610591",
language = "English",
volume = "2014",
pages = "1--7",
journal = "Journal of Biomedicine and Biotechnology",
issn = "1110-7243",
publisher = "Hindawi Publishing Corporation",

}

RIS

TY - JOUR

T1 - Effect of Engaging Trainees by Assessing Peer Performance

T2 - A Randomised Controlled Trial Using Simulated Patient Scenarios

AU - Loumann Krogh, Charlotte

AU - Ringsted, Charlotte

AU - Kromann, Charles B

AU - Rasmussen, Maria Birkvad

AU - Todsen, Tobias

AU - Jørgensen, Rasmus Lundhus

AU - Jacobsen, Rikke Borre

AU - Dahl, Jørgen B

AU - Konge, Lars

PY - 2014

Y1 - 2014

N2 - INTRODUCTION: The aim of this study was to explore the learning effect of engaging trainees by assessing peer performance during simulation-based training.METHODS: Eighty-four final year medical students participated in the study. The intervention involved trainees assessing peer performance during training. Outcome measures were in-training performance and performance, both of which were measured two weeks after the course. Trainees' performances were videotaped and assessed by two expert raters using a checklist that included a global rating. Trainees' satisfaction with the training was also evaluated.RESULTS: The intervention group obtained a significantly higher overall in-training performance score than the control group: mean checklist score 20.87 (SD 2.51) versus 19.14 (SD 2.65) P = 0.003 and mean global rating 3.25 SD (0.99) versus 2.95 (SD 1.09) P = 0.014. Postcourse performance did not show any significant difference between the two groups. Trainees who assessed peer performance were more satisfied with the training than those who did not: mean 6.36 (SD 1.00) versus 5.74 (SD 1.33) P = 0.025.CONCLUSION: Engaging trainees in the assessment of peer performance had an immediate effect on in-training performance, but not on the learning outcome measured two weeks later. Trainees had a positive attitude towards the training format.

AB - INTRODUCTION: The aim of this study was to explore the learning effect of engaging trainees by assessing peer performance during simulation-based training.METHODS: Eighty-four final year medical students participated in the study. The intervention involved trainees assessing peer performance during training. Outcome measures were in-training performance and performance, both of which were measured two weeks after the course. Trainees' performances were videotaped and assessed by two expert raters using a checklist that included a global rating. Trainees' satisfaction with the training was also evaluated.RESULTS: The intervention group obtained a significantly higher overall in-training performance score than the control group: mean checklist score 20.87 (SD 2.51) versus 19.14 (SD 2.65) P = 0.003 and mean global rating 3.25 SD (0.99) versus 2.95 (SD 1.09) P = 0.014. Postcourse performance did not show any significant difference between the two groups. Trainees who assessed peer performance were more satisfied with the training than those who did not: mean 6.36 (SD 1.00) versus 5.74 (SD 1.33) P = 0.025.CONCLUSION: Engaging trainees in the assessment of peer performance had an immediate effect on in-training performance, but not on the learning outcome measured two weeks later. Trainees had a positive attitude towards the training format.

KW - Adult

KW - Clinical Competence

KW - Education, Medical, Graduate

KW - Female

KW - Humans

KW - Male

KW - Problem-Based Learning

KW - Task Performance and Analysis

U2 - 10.1155/2014/610591

DO - 10.1155/2014/610591

M3 - Journal article

C2 - 24967383

VL - 2014

SP - 1

EP - 7

JO - Journal of Biomedicine and Biotechnology

JF - Journal of Biomedicine and Biotechnology

SN - 1110-7243

M1 - 610591

ER -

ID: 138146929