Annals of medicine · 2026
Prepare medical graduates for residency through near-peer teaching: addressing reciprocal determinants.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Chien Lueh, Chen Tai-Yi, Peng Chen-Hsuan, Ho Hsin, Liu Chun-Wei, Liao Peng-Hsiang, Kao Yih-Hsien, Yu Tun-Chi, Lee Chung-Yen, Chiu Yu-Chun, Yang Chih-Wei, Ho Cheng-Maw
Аннотация
BACKGROUND: The transition from medical school to residency represents a critical period marked by increased personal stress and potential compromises in patient care. This study evaluated the impact of a Near-Peer Teaching Workshop on medical graduates' confidence and anxiety during the transition to postgraduate training.
METHODS: Newly qualified doctors attended a Near-Peer Teaching Workshop. The workshop design was informed by Bandura's Social Cognitive Theory, emphasizing learning through observation, role modeling, and self-efficacy enhancement. Four interactive stations were facilitated by junior doctors focusing on crucial on-call topics. Pre- and post-workshop questionnaires assessed confidence in managing acute scenarios, communication skills, and anxiety regarding future on-calls.
RESULTS: Forty-seven participants attended the workshop; 47 (100%) and 43 (91.5%) completed the pre- and post-workshop questionnaires, respectively. The workshop significantly reduced anxiety regarding future on-call duties from 77.1% to 60.4% (p = 0.003, r = -0.33). Significant improvements in confidence were observed across clinical topics, such as knowing when to escalate to seniors (median increase from 3 [IQR 2-3] to 4 [IQR 3.25-4]; p = 0.000001, r = 0.74) and assessing and managing acute confusion (median 2 [IQR 2-3] to 4 [IQR 3-4]; p = 1 × 10-7, r = 0.81). The percentage of learners feeling prepared for night duties also increased significantly from 10.4% to 43.1% (p < 0.000001, r = 0.75).
CONCLUSION: A theory-informed Near-Peer Teaching Workshop was associated with higher self-reported confidence and lower anxiety, demonstrating potential to address unmet learning needs in newly qualified doctors. Integrating near-peer teaching, observational learning, and self-efficacy strategies may strengthen transition-focused educational interventions for early postgraduate doctors.
METHODS: Newly qualified doctors attended a Near-Peer Teaching Workshop. The workshop design was informed by Bandura's Social Cognitive Theory, emphasizing learning through observation, role modeling, and self-efficacy enhancement. Four interactive stations were facilitated by junior doctors focusing on crucial on-call topics. Pre- and post-workshop questionnaires assessed confidence in managing acute scenarios, communication skills, and anxiety regarding future on-calls.
RESULTS: Forty-seven participants attended the workshop; 47 (100%) and 43 (91.5%) completed the pre- and post-workshop questionnaires, respectively. The workshop significantly reduced anxiety regarding future on-call duties from 77.1% to 60.4% (p = 0.003, r = -0.33). Significant improvements in confidence were observed across clinical topics, such as knowing when to escalate to seniors (median increase from 3 [IQR 2-3] to 4 [IQR 3.25-4]; p = 0.000001, r = 0.74) and assessing and managing acute confusion (median 2 [IQR 2-3] to 4 [IQR 3-4]; p = 1 × 10-7, r = 0.81). The percentage of learners feeling prepared for night duties also increased significantly from 10.4% to 43.1% (p < 0.000001, r = 0.75).
CONCLUSION: A theory-informed Near-Peer Teaching Workshop was associated with higher self-reported confidence and lower anxiety, demonstrating potential to address unmet learning needs in newly qualified doctors. Integrating near-peer teaching, observational learning, and self-efficacy strategies may strengthen transition-focused educational interventions for early postgraduate doctors.