gms | German Medical Science

Joint congress of the Gesellschaft für Medizinische Ausbildung (GMA) and the Arbeitskreis zur Weiterentwicklung der Lehre in der Zahnmedizin (AKWLZ)

20.09. - 23.09.2017, Münster

Student peer teaching in paediatric simulation training

Meeting Abstract

  • corresponding author Michael Wagner - Med. Universität Wien, Wien, Austria
  • Lukas Mileder - Austria
  • Katharina Göral - Austria
  • Katrin Klebermaß-Schrehof - Austria
  • Francesco S Cardona - Austria
  • Angelika Berger - Austria
  • Georg M Schmölzer - Canada
  • Monika Olischar - Austria
  • presenting/speaker Angelika Hofhansl - Med. Universität Wien, Wien, Austria

Gemeinsame Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) und des Arbeitskreises zur Weiterentwicklung der Lehre in der Zahnmedizin (AKWLZ). Münster, 20.-23.09.2017. Düsseldorf: German Medical Science GMS Publishing House; 2017. Doc108

doi: 10.3205/17gma108, urn:nbn:de:0183-17gma1088

Published: November 24, 2017

© 2017 Wagner et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at



Background and Research Question: The World Health Organization recommends regular simulation training in order to prevent adverse healthcare events. We aimed to implement student peer teaching within paediatric simulation training to assess feasibility, cost, and the confidence of medical students involved.

Methods: Students at the Medical University of Vienna, Austria were eligible for participation. Peer course students attended a high-fidelity simulation training session, which was video recorded for evaluation. Participants completed a questionnaire before and after the simulation training. Associated costs and potential benefits for the University were also analysed.

Results: From May 2013 to June 2015 a total of 152 peer course students participated. Both questionnaires were completed by 57 participants (37.5%). Participants’ confidence in treating critically ill children significantly improved after training (p<0.001). Average costs for a peer tutor per working hour were six Euros compared to 35 Euros for a physician.

Conclusion: The student peer teaching concept in paediatric simulation training was not only feasible but was also associated with lower costs. This teaching concept enabled an increased number of medical students to be trained, despite a lack of financial and human resources. Furthermore, it had the potential to result in increased self-confidence by directly involving peer course students.