Horizon of Medical Education Development

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

Questionnaires of Articles

About Journal

Aims and Scope

Editorial Board

Publication Ethics

Editorial policy

Peer Review Process

Advertising policy

Indexing and Abstracting

FAQ

Corrections, Retractions and Matters Arising

Authors General Guideline

Guide for Reviewers

Guideline of preparing Author Contribition

Audio Abstract Setting Guideline

Forms

Design, Implementation, and Evaluation of a Virtual Peer Education Program

    Author

    Department of Health Education and health promotion, School of Health, Arak University of medical science, Arak, Iran.

,

Document Type : Original Article

Abstract

Introduction: One of the active methods of teaching is peer education. Considering that one of the expected abilities of master's degree students in health education is teaching, this study was conducted with the aim of designing, implementing, and evaluating a virtual peer education program for students.
Materials & Methods: This study was carried out in 2021-2022 in two academic years at the Faculty of Health, Arak University of Medical Sciences, for master's students in education and health promotion in the course "Educational Technologies" based on the ADDIE educational design model. The steps of this model include analysis, design, development, implementation, and evaluation, 
all of which were done by the student under the supervision of the teacher. Eight virtual contents were provided by students as peer education for other students. Each content was between 30 and 45 minutes, which was compiled based on the lesson plan and educational goals. In this process, input, process, and outcome were evaluated. Four levels of Kirkpatrick's model were used to evaluate the outcome.
Results: Eight students participated in this study. In the first level of Kirkpatrick (students' reaction), the average score was 18.17 ± 0.54. In the second level of learning, the average pre-test score was 12.5 ± 3.5 and the average final exam score was 17.95 ± 1.02. In the third level or skills, the average score for how to conduct needs assessment was 18.5 ± 0.73, from the educational design, was 18.8 ± 0.51, from the of preparation and implementation of educational content and virtual teaching was 17.75 ± 0.92 and in the fourth level of Kirkpatrick, the average skills score in virtual education to people were 18.25 ± 1.50.
Conclusion: Virtual peer education is an effective way to improve the knowledge and skills of and in the digital age, it can be used alongside face-to-face training. This study helped to improve the virtual teaching skills in students of health education and promotion.

Keywords

References

  1. 1.Ruetzler K, Szarpak L, Filipiak KJ, Ladny JR, Smereka J. The COVID-19 pandemic—a view of the current state of the problem. Disaster Emerg Med J. 2020;5(2):106-107.

    1. Sohrabi C, Alsafi Z, O'Neill N, Khan M, Kerwan A, Al-Jabir A, Iosifidis C & Agha R. World Health Organization declares global emergency: A review of the 2019 novel coronavirus (COVID-19). Int J Surg. 2020; 76:71-76.

    3.Tabatabai S. COVID-19 impact and virtual medical education. Journal of advances in medical education & professionalism. 2020;8(3):140-3.

    4.Sahi PK, Mishra D, Singh T. Medical education amid the COVID-19 pandemic. Indian Pediatr. 2020;57(7):652-7.

    5.Goh P-S, Sandars J. A vision of the use of technology in medical education after the COVID-19 pandemic. MedEdPublish. 2020;9(49):49.

    6.Ahmady S, Shahbazi S, Heidari M. Transition to Virtual Learning During the Coronavirus Disease–2019 Crisis in Iran: Opportunity Or Challenge? Disaster Med Public Health Prep. 2020;14(3):e11-e2.

    7.Mintz J, Wahood W, Meghani S, Rajput V. Emergency transition to virtual education during covid-19: Lessons and opportunities for experiential learning and practice socialization. MedEdPublish. 2020;9(144):144.

    8.Burgess A, McGregor D. Peer teacher training for health professional students: a systematic review of formal programs. BMC Med Educ. 2018;18(1):1-12.

    9.Secomb J. A systematic review of peer teaching and learning in clinical education. J Clin Nurs. 2008;17(6):703-16.

    1. Sutadji E. Interactive Multimedia Development Engine Management System (Ems) Using The Addie Model. PalArch's Journal of Archaeology of Egypt/Egyptology. 2020;17(4):609-29.
    2. Ab Latif R, Nor MZ. Using the ADDIE model to develop a rusnani concept mapping guideline for nursing students. MJMS. 2020;27(6):115.
    3. Hajihosseini F, Izadi A, Mahboobi M, Mohammadtabar R. Effect of peer education on practical skills learning of nursing students in clinical skill lab (CSL) of Mazandaran University of Medical Sciences. MEJ. 2013;1(1):13-7.
    4. Mehrabi S, Sanaee Moghadam Z, Rabbani M, Nikenam H, Roozbehi A. The effect of peer assisted learning on clinical reasoning in students of medicine in clerkship and internship phases in Urology Ward of Yasuj Shahid Beheshti Hospital. armaghanj. 2011;16(5):480-8. [In Persian]
    5. Kayzouri A, Yaghoutimoghaddam H, Sadeghi H, Hoseinzadeh Hesari M, Haghnazar M. The Evaluation effect of peer and non-peer education methods on clinical learning of anesthesia students in Sabzevar University of Medical Sciences 2016-2017. JSUMS. 2019;26(4):487-93. [In Persian]
    6. Safari M, Yazdanpah B, Mahmoudi F, Yaghobean N. Comparing students’ rate of learning through lecturing and peer group teaching and study their viewpoints. RME. 2018;10(3):24-34. [In Persian]
    7. Büscher R, Weber D, Büscher A, Hölscher M, Pohlhuis S, Groes B, et al. Evaluation of the peer teaching program at the University children´ s hospital Essen–a single center experience.
      GMS Z Med Ausbild. 2013; 15;30(2):Doc25.
    8. Adib-Hajbaghery M, Rafiee S. Comparing the Effectiveness of Group Discussion and Lecture Methods on the learning of medical sciences students: A Review Study. Iranian Journal of Medical Education. 2016; 16:53-62. [In Persian]
    9. Gottlieb Z, Epstein S, Richards J. Near‐peer teaching programme for medical students. Clin Teach. 2017;14(3):164-9.
    10. Eslami Akbar R, Hojat M, Badiyepeymaie Jahromi Z. Comparison of teaching through peer learning with the lecture method on the learning level of anesthesiology students at Jahrom University of Medical Sciences in 2013. 3 JNE 2015; 4 (3) :56-65. [In Persian]
    11. Solati M, Javadi R, Hosseini Teshnizi S, Asghari N. Desirability of two participatory methods of teaching, based on students' view point. Hormozgan University of Medical Sciences Journal. 2010;14(10):191-7. [In Persian]

    21.Menezes A, Burgess A, Clarke AJ, Mellis C. Peer-assisted learning in medical school: tutees’ perspective. Adv Med Educ Pract. 2016;7:31.

    1. Salehi S, Safavi M, Mashoof S, Parchebafieh S, Fesharaki M. Effects of peer education on clinical skills in nursing students, including interns and trainees. MEDICAL SCIENCES. 2016; 26 (1) :36-45.

     

Horizon of Medical Education Development
Volume 15, Issue 1
March 2024
Pages 6-15
Files
Share
How to cite
Statistics