Background
To improve quality and effect of medical education, we implemented a new BLS training method in 2007, in which fifth-year students in clinical clerkship who have already acquired BLS skills (CC-students) directly instruct first-year students (1st-students), termed “The Roofing Tile Method for Undergraduates”.
Summary of work
After instructors review their BLS skills, CC-students directly instruct 1st-students in practical skill development under the monitoring of an instructor. The instructor provides advice to CC-students only if needed. Finally, the instructor judges the acquired BLS skill of the 1st-students, and then both groups of students complete a questionnaire about the training.
Summary of results
The 1st-students not only acquired BLS theory and skills, but also were able to obtain various advice about future learning and student life. Furthermore, the levels of BLS skills instructed by CC-students were indistinguishable from those by instructors. The CC-students were able to improve their communication skills and review BLS, thus enabling them to experience medical communication before the clinical stage.
Conclusions
The Roofing Tile Method normally requires control by an instructor; however, we could manage it under only instruction by the CC-student. One student instructor could train different grades of students with notable results, comparable to instructor-led education, suggesting that we can apply to various skill-up programs. Our student-centered BLS training is more effective and results in higher degree of proficiency than instructor-led education.
Take-home message
Our education method can be applied to various skill-up programs in clinical clerkship. We wish to acknowledge the Support Center for Medical Research and Education, Tokai University, for help with instruction.
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