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BRIEF COMMUNICATION
Year : 2017  |  Volume : 30  |  Issue : 3  |  Page : 215-222

Near peer-assisted learning to improve confidence for medical students' situational judgment tests


1 Department of General Medicine, North Middlesex University Hospital; Department of Clinical and Professional Practice, University College London Medical School, London, United Kingdom
2 Department of General Medicine, North Middlesex University Hospital; Department of General Medicine, Royal Free Hospital, London, United Kingdom
3 Department of General Medicine, North Middlesex University Hospital, London; Department of General Medicine, Princess Alexandra Hospital, Harlow, United Kingdom
4 Department of General Medicine, North Middlesex University Hospital, London, United Kingdom

Correspondence Address:
Naomi Gostelow
Rm 138 UCL Medical School, Rockefeller Building, University Street, London, WC1E 6BT, England
United Kingdom
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/efh.EfH_21_17

Background: The situational judgment test (SJT) was introduced for all graduating United Kingdom medical students in 2013. Students have anxiety over time pressures and heavy weighting of a single examination. Aims: This study aimed to examine formal SJT preparation available, perceptions of a near peer-delivered course, and to measure improvement in students' confidence. Innovation: Foundation doctors ( first 2 years of postgraduate training) produced a “Situational Judgment Test Preparation Course” in November 2015. Methods: Feedback was collected via Likert scores rating teaching, a mock examination, and pre- and post-course confidence along with free-text responses. Delayed feedback was collected via an online survey. Results: Forty-four students completed the feedback. Seventy percent reported <2 h of university SJT preparation. There were significant post-course improvements in familiarity with structure, scoring system, knowledge and content, and overall SJT confidence (P < 0.05). Delayed feedback showed sustained improvement in familiarity with knowledge and content (P < 0.05). Qualitative analysis revealed themes of improved confidence, approachable tutors, and identifying question strategies. Discussion: Students perceived a lack of formal SJT preparation which was reflected in low pre-course confidence. Improvements in confidence may reflect a unique insight into how to approach the examination from those having recently undertaken it.


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