Collaborative Learning Communities With Medical Students as Teachers

Yang, Chenyi; Davis, Konnor; Head, Michael; Huck, Nolan A.; Irani, Tyler; Ovakimyan, Andrew; Frank, Aaron T.; Cuyegkeng, Andrew; Stokes, Lauren

doi:10.1177/23821205231183878

Cited by 6 publications

(6 citation statements)

References 33 publications

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“…Research has shown multiple interventions, such as mentoring, academic support, and students. However, the effectiveness of such interventions may be moderated by individual and contextual factors such as prior academic achievement, socioeconomic status, and institutional culture [48,49].…”

Section: Student Academic Performancementioning

confidence: 99%

Exploring the mediating effect of personality traits in the relationship between entrepreneurial intentions and academic performance among students

Panda,

Arumugam

2023

PLoS ONE

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This study explores the mediating effect of personality traits in the relationship between entrepreneurial intentions and student academic performance. The sample comprised 175 students from a top-ranked Tamil Nadu, India university. Data was collected using a survey questionnaire as the research instrument. A descriptive research design was employed to understand the variables under investigation comprehensively. Partial Least Squares Structural Equation Modeling (PLS-SEM) and SPSS v25 was utilized as the statistical analysis tool. This study used the Theory of Planned Behaviour as a theoretical framework to explore the mediating effect of personality traits in the relationship between entrepreneurial intentions and academic performance among university students. The study’s findings revealed essential insights into the relationship between entrepreneurial intentions, personality traits, and academic performance. The results showed that personality traits significantly mediate the relationship between entrepreneurial intentions and academic performance. This finding suggests that a student’s personality traits influence the impact of entrepreneurial intentions on academic performance. Furthermore, the study found that while entrepreneurial intentions did not have a significant direct effect on academic performance, they did have a substantial indirect effect through personality traits. This indicates that personality traits act as a crucial mechanism through which entrepreneurial intentions can influence academic performance among students.

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Section: Student Academic Performancementioning

confidence: 99%

Exploring the mediating effect of personality traits in the relationship between entrepreneurial intentions and academic performance among students

Panda,

Arumugam

2023

PLoS ONE

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“…The question arises whether CDs could have positive effects, such as improved collaboration, behavioral change, learning, or knowledge management [ 12 ]. There is some evidence that collaborative and peer-assisted learning can improve learning in the medical field [ 13 , 14 ] In pathology, especially digital slides have been shown to improve student learning and collaboration [ 14 – 17 ]. Surprisingly, a PubMed search for ‘collaborative document’ in August 2023 yielded only 15 hits.…”

Section: Introductionmentioning

confidence: 99%

Peer creation and sharing of mnemonics in collaborative documents for pathology education: a pilot study

Romeike

2024

BMC Med Educ

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Background Mnemonic techniques are memory aids that could help improve memory encoding, storage, and retrieval. Using the brain's natural propensity for pattern recognition and association, new information is associated with something familiar, such as an image, a structure, or a pattern. This should be particularly useful for learning complex medical information. Collaborative documents have the potential to revolutionize online learning because they could increase the creativity, productivity, and efficiency of learning. The purpose of this study was to investigate the feasibility of combining peer creation and sharing of mnemonics with collaborative online documents to improve pathology education. Methods We carried out a prospective, quasi-experimental, pretest–posttest pilot study. The intervention group was trained to create and share mnemonics in collaborative documents for pathological cases, based on histopathological slides. The control group compared analog and digital microscopy. Results Both groups consisted of 41 students and did not reveal demographic differences. Performance evaluations did not reveal significant differences between the groups' pretest and posttest scores. Our pilot study revealed several pitfalls, especially in instructional design, time on task, and digital literacy, that could have masked possible learning benefits. Conclusions There is a gap in evidence-based research, both on mnemonics and on CD in pathology didactics. Even though, the combination of peer creation and sharing of mnemonics is very promising from a cognitive neurobiological standpoint, and collaborative documents have great potential to promote the digital transformation of medical education and increase cooperation, creativity, productivity, and efficiency of learning. However, the incorporation of such innovative techniques requires meticulous instructional design by teachers and additional time for students to become familiar with new learning methods and the application of new digital tools to promote also digital literacy. Future studies should also take into account validated high-stakes testing for more reliable pre-posttest results, a larger cohort of students, and anticipate technical difficulties regarding new digital tools.

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“…The peer tutoring program entitled, Collaborative Learning Communities with Medical Students as Teachers (CLC-MSAT) program at UCISOM launched in 2019 and has successfully evolved to serve first through third year medical students 19 . As the team grew from a staff of 18 to 73 peer tutors in a four year period, our attention has also turned into cultivating future academic-oriented clinicians interested in exploring medical education as a career.…”

Section: Introductionmentioning

confidence: 99%

From tutor to future educator: Investigating the role of peer-peer tutoring in shaping careers in medical education

Stokes,

Singh

2023

Preprint

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In the effort to promote academic excellence and provide authentic teaching experiences and training for medical students, the University of California, Irvine, School of Medicine (UCISOM) built a novel peer tutoring program, Collaborative Learning Communities with Medical Students as Teachers (CLC-MSAT). While the role of peer-assisted learning in student success on academic courses is well established, we wanted to assess the impact of our peer-assisted learning program on tutor’s career interest in medical education. Through a mixed-methods analysis of our peer tutors’ experiences, we found >80% were overall satisfied with their positions; >85% learned new skills; >88% felt they were strong teachers; >88% felt they now had a stronger grasp of the medical curriculum. Our findings suggest that the CLC-MSAT program has a positive impact in exposing medical students to teaching experience and training, which may help prepare the next generation of academic clinicians.

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Collaborative Learning Communities With Medical Students as Teachers

Cited by 6 publications

References 33 publications

Exploring the mediating effect of personality traits in the relationship between entrepreneurial intentions and academic performance among students

Exploring the mediating effect of personality traits in the relationship between entrepreneurial intentions and academic performance among students

Peer creation and sharing of mnemonics in collaborative documents for pathology education: a pilot study

From tutor to future educator: Investigating the role of peer-peer tutoring in shaping careers in medical education

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