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. 2023 Mar 7:10:23821205231162459.
doi: 10.1177/23821205231162459. eCollection 2023 Jan-Dec.

Near-Peer Teaching in Radiology Symposia: A Success Story in Residents as Teachers

Jorge D Oldan  1 , Sheryl G Jordan  1 , Joshua Wallace  2 , John Campbell  3 , Lynn A Fordham  1 , Gary L Beck Dallaghan  4
Affiliations

Near-Peer Teaching in Radiology Symposia: A Success Story in Residents as Teachers

Jorge D Oldan et al. J Med Educ Curric Dev. .

Abstract

Introduction: Peer learning and near-peer teaching have been described in many specialties, less so in Radiology. We present near-peer teaching whereby residents present a series of didactic sessions at the course outset in the form of "symposia" and perform a scholarly activity in the form of teaching. We aim to demonstrate how near-peer teaching in symposia front-loaded within an introductory radiology course can improve medical student satisfaction.

Method: A total of 169 students were enrolled over a period of 3 years, 55 before (2017-2018) and 114 (2018-2020) after the introduction of the symposium. Anonymous course evaluations were collected from all students. In addition, 240 fourth-year medical students who also attended symposium lectures received satisfaction surveys in 2019 and 2020.

Results: All (169/169, 100%) students taking the course evaluated it. Overall evaluation scores rose from 8.3/10 to 9.0/10 post-symposia. Among student satisfaction surveys, 89/240 (37%) specifically commented on symposia; 91% (80/89) of those found symposia very or extremely informative. 29/71 (41%) of all residents were able to participate in the symposia, 20/29 in multiple years throughout residency, allowing them to fulfill the Accreditation Council for Graduate Medical Education interpersonal and communication skills core competencies and meet scholarly activity requirements.

Conclusion: Near-peer teaching in the form of resident-taught interactive didactics grouped in symposia can have a positive outcome on medical student satisfaction.

Keywords: ACGME residency requirements; Radiology; communication; job satisfaction; medical student education; near peer teaching; peer learning.

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Conflict of interest statement

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Figures

Figure 1.
Figure 1.
Representative slides from Lecture 1 in the symposia.
Figure 2.
Figure 2.
Students taking course, completing survey, and answering questions about symposia.
Figure 3.
Figure 3.
Rating of symposium sessions.
Figure 4.
Figure 4.
Most practical symposium sessions.
See this image and copyright information in PMC

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