A Preliminary Study on the Introduction of Peer-Assisted Learning in Auscultation Courses

Questions under study/principles: Peer-assisted learning (PAL), the instruction of less experienced students by advanced “peer” students, increasingly gains popularity. In addition, for acquisition of skills the use of mannequins as a substitute for real patients is common practice. This study aimed to test the acceptance and value of PAL in heart and lung auscultation on mannequins from the student’s point of view. Methods: Six students were selected as peer-students and instructed by both medical specialists and university teaching experts. Cardiology Patient Simulator “K” and Lung Sound Auscultation Trainer were used as mannequins. Quantitative and qualitative aspects of PAL were evaluated by a questionnaire at the end of each course using Likert-like scales (from 1, worst, to 4, best). Result: Ninety-six third- and fourth-year medical students participated in the PAL courses at the University of Zurich in the autumn term 2014. Best ratings were given for peer-students’ behaviour (none below 4), whereas the lowest grades were given for mannequin quality. Mean overall rating of the courses and peer-student teaching skills were rated to be very high. Conclusions: Peer-assisted teaching in auscultation of the heart and lungs was feasible and well accepted by participating students. In this study, there was no statistical difference between cardiology and pulmonology for the performance, content or perceived learning success of peer-assisted auscultation training. The mannequins used appeared acceptable for auscultation training.