A NEAR-PEER TEACHING PROGRAMME ON HISTORY-TAKING DESIGNED BY FOUNDATION DOCTORS FOR THIRD YEAR MEDICAL STUDENTS

There is increasing evidence to suggest that formal near-peer teaching programmes are valuable and effective methods used within medical education. According to a survey conducted by junior doctors, third year medical students on clinical attachments reported poor confidence in their ability to take a focused history, suggest appropriate differential diagnoses, investigations and management plans. Our aim was to design a teaching programme to enhance clinical history-taking skills in medical students, and evaluate the efficacy of the near-peer teaching model. Three foundation year one doctors designed, organized and delivered a 13-week course for third year medical students on history taking, based on the topics covered in their Objective Structured Clinical Examinations (OSCE). The course comprised a mixture of lectures and small group practice in history taking in an OSCE style format, facilitated by junior doctors. Pre- and post-course surveys were completed by the students, in addition to feedback forms after each session

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