Journal article
Peer teaching and Pecha Kucha for pharmacology
The Clinical Teacher, Vol.19(2), pp.150-154
04/2022
PMID: 35078264
Appears in Recent Faculty of Health Publications
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Abstract
Background
Peer teaching involves learners at the same level in their academic career aiding each other's education. In medical education, it has had success in clinical and procedural skills; we set out to design a pharmacology peer teaching initiative and evaluate its acceptability and value as a learning tool.
Approach
Second-year medical students (n = 62) were invited to participate in a peer-led pharmacology educational initiative over 2 months. Students created PowerPoint presentations on medications using Pecha Kucha principles (automatic slide advancement that emphasises concision through time and content limitations to sustain the audience's attention). Presentations occurred over eight, 1-hour sessions, facilitated by senior academics.
Evaluation
The evaluation consisted of an anonymous questionnaire with 10 Likert-scale questions and two open-ended questions on the learners' perceptions of feasibility, acceptability and effectiveness in improving knowledge, teaching and independent learning skills. Fifty-three students presented at well-attended sessions. Twenty-nine students completed the Kirkpatrick Level 1 evaluation with largely positive perceptions, including improved pharmacology knowledge (n = 21, 72%), teaching skills (n = 23, 79%) and independent learning skills (n = 22, 76%). Satisfaction with both the quality of peer teaching (n = 21, 72%) and presence of expert facilitators (97%, n = 28) was high. Three found the initiative burdensome, and 23 reported information overload. Nevertheless, 23 deemed the experience valuable. Facilitator reflections were also positive.
Implications
Our peer teaching initiative appeared useful to our learners, but in this process, we gained valuable information to improve the next iteration. We plan to use this format either for revision material or reduce session length and increase interval time between sessions to address the perceived information overload.
Details
- Title
- Peer teaching and Pecha Kucha for pharmacology
- Creators
- Helen Qin - Royal Melbourne HospitalBrett Vaughan - University of MelbournePeter Morley - Royal Melbourne HospitalLouisa Ng - Royal Melbourne Hospital
- Publication Details
- The Clinical Teacher, Vol.19(2), pp.150-154
- Publisher
- Wiley-Blackwell Publishing Ltd.
- Identifiers
- 991012992893102368
- Copyright
- © 2022 John Wiley & Sons Ltd and The Association for the Study of Medical Education
- Academic Unit
- Allied Health and Midwifery; Faculty of Health
- Language
- English
- Resource Type
- Journal article