Perception of medical students towards teaching basic clinical skills in otorhinolaryngology through peer physical examination (PPE)

Abstract

BACKGROUND: Medical education is now largely learner centered with self-directed learning. The best method for teaching physical examination skills is difficult to determine. The process by which students examine each other as part of their learning process in anatomy and clinical skills is known as peer physical examination (PPE). The aim of this study was to demonstrate the perceptions of students toward PPE in ear, nose, throat, head, and neck. MATERIALS AND METHODS: This cross-sectional study was conducted in 2018 among 100 medical students after obtaining ethical approval. In the PPE programme, students participated in a small group of 2–3 students. A self-administered questionnaire was also filled out by students before and after the program, which gathered demographic details and responses to the modified Peer Physical Examination Questionnaire (PPEQ). Significant associations (P < 0.05) were examined using ANOVA analysis. RESULTS: In the present study, 81.5% of students have previously conducted examinations on fellow students. Prior to the program, the willingness to be examined (for throat) by a peer was 71.7%, which rose to 95.7% after the program. Most students replied that “I am concerned about being a possible object of sexual interest during PPE.” A univariate analysis showed that age, gender, and residence of students were significantly associated with PPEQ scores (P < 0.05). CONCLUSION: In the present study, it was observed that there was a change in the willingness for PPE before and after the programme and also that there was a change in the perception towards PPE following the program.