Abstract
Background: Although the near-peer simulation medical education has been shown to be useful for learners、there are not many reports showing its effects on instructors. In this study、we investigated the effects of the near-peer simulation medical training on instructors.
Methods: A questionnaire survey was conducted on second-year residents(R2), and sixth-year medical students(M6) at our university who participated as instructors in the " Clinical Starter Practicum " for fourth-year medical students at the Skills Simulation Center. The contents of the questionnaire were about advance preparation for the training, as well as their own learning and usefulness.
Results: Advance preparation was performed by 52% of instructors, and the percentage of M6 instructors who had done advance preparation was higher than that of R2. The advance preparations rate was higher for techniques that instructorswere weaker at. The total percentage of instructors who answered that they had " learned " or " rather learned " from their own learning or useful was high at 91% and 96%, respectively.
Discussion: In the clinical technique training for fourth-year students, the instruction by residents and sixth-year students was highly effective, strongly suggesting that " teaching is learning. "
