Operating room technician trainees teach medical students - an inter-professional peer teaching approach for infection prevention strategies in the operation room

Table 3 Teaching quality by OR technician trainees (ORTT), rated by medical students (MDS) and self-rated by ORTT. Rating on Likert-Scales from −2 (very poor) to + 2 (excellent)

Evaluation of teaching quality ^a)	Self-rating by ORTT ^b		Rating by MDS ^c
Clear structure	1.22	0.4	1.70	0.6
High amount of true learning time	1.06	0.7	1.67	0.6
Climate facilitating learning	1.78	0.5	1.93	0.3
Clarity of content	1.34	0.6	1.61	0.7
Meaningful communication	- ^d)		1.76	0.5
Variation of methods	- ^e)		1.48	0.6
Individual promotion	1.25	0.6	1.52	0.7
Effective practicing	1.25	0.5	1.57	0.8
Transparent expectations	1.25	0.8	1.70	0.6
Prepared setting	1.50	0.7	1.83	0.4
Overall rating	1.34	0.5	1.89	0.3

^aTen empirically based criteria for good teaching based on [25,26,27,28]
^bORTT operating room technician trainee
^cMDS medical students
^ditem not provided for ORTT as it was not thought to be suitable for objective self-rating
^eitem not provided to ORTT, because much of the teaching format was predefined and could not be influenced by ORT trainees

ISSN: 2047-2994