88 - Teaching the Tutors: Use of an OSTE to Train Medical Students to Be Peer Tutors

Poster Board Number: 88
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Co-authors:

Samantha Panich - Medical Student, Lewis Katz School of Medicine at Temple University; mary Barb - Professor, Biomedical Education and Data Science, Lewis Katz School of Medicine at Temple University; Maryellen Gussic - Senior Associate Dean, Pediatrics, Lewis Katz School of Medicine at Temple University; Judith Litvin - Associate Dean, Biomedical Education and Data Science, Lewis Katz School of Medicine at Temple University

Abstract Body : Peer-teaching has emerged as a supportive educational strategy, with tutors (PTs) aiding their peers in learning medical school curricular material. However, the most effective strategies for training or preparing PTs for their role are not known. We examined the outcomes of an Objective Structured Teaching Exercise (OSTE) at a public/private urban medical school to assess the effectiveness of the OSTE as a peer tutor training and assessment tool.

Applying the conceptual framework of deliberate practice, an OSTE was used to provide practice and feedback for newly trained PTs. Performance on the OSTE was evaluated by standardized students enacted by senior peer tutors, faculty, and Office of Student Support staff. In the OSTE, the PTs were required to assess the standardized student, determine challenge(s) they were experiencing and present strategies to address the challenge(s). A pre- and post-OSTE questionnaire was used to determine whether the OSTE was effective in increasing the confidence of PTs to effectively assess and support students seeking help. To evaluate each peer tutor’s performance during the OSTE session, an assessment tool was developed by faculty and senior tutors. The tool was completed immediately after the encounter and assessed the PT’s skills.

19 PTs participated in the OSTE. Participants reported an increase in confidence in their (1) ability to assess areas requiring improvement in a student’s study habits, (2) understanding of active learning strategies and (3) ability to suggest appropriate active learning study strategies (p-values of 0.0083, 0.0333, and 0.0333, respectively). Evaluations completed by standardized students documented that newly trained PTs accurately diagnosed the challenge presented in the OSTE. However, all PTs were not able to develop an evidence-based set of recommendations for the student.

Inclusion of an OSTE in a program to train PTs increases confidence of new PTs. Increased self-efficacy promotes PTs’ capacity to perform their work, and feedback during an OSTE can further advance required skills. Aggregate OSTE results can also inform efforts to enhance the training program.

The OSTE can be adapted for use in other health science educational programs to improve tutor confidence in working with peers. The tool can be used to assess tutors’ skills in preparation for their role.