Peer-Assisted Learning – mehr als eine Methode

Vogel, Barbara; McMillan, Anja

doi:10.1007/978-3-658-26990-6_3

Cited by 2 publications

(2 citation statements)

References 41 publications

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“…The concept of peer-assisted learning (PAL) has been implemented at many medical faculties [ 1 ]. PAL represents a favored method in university teaching as medical students are taught by their peers [ 2 ]. PAL aims to reduce distance between student and course content so that students are taught by other students who previously attended the course they are taking.…”

Section: Introductionmentioning

confidence: 99%

‘Student tutors go online’ - Investigation of cognitive and social congruence in online student tutorials - a longitudinal study

Loda

Berner

Erschens³

et al. 2022

Medical Education Online

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The concept of peer-assisted learning (PAL) has been implemented at many medical faculties. Due to the Covid-19 pandemic, parts of the medical education experience transitioned to digital formats. However, little is known about PAL and online student tutorials. PAL is effective due to cognitive and social congruence. This study aims to investigate these concepts in an online student tutorial on taking a patient’s medical history. This longitudinal study took place in a preclinical communication course on how to take a patient’s medical history. In an online student tutorial, the students learned how to take a patient’s psychosocial medical history. Using standardised questionnaires, cognitive and social congruence were assessed. T-tests of independent samples were performed for data comparison. The participants included 128 second-year medical students and 5 student tutors. Cognitive congruence (M student = 4.19 ± 0.56; M studenttutor = 4.04 ± 0.57) and social congruence (M Student = 4.25 ± 0.56; M Studenttutor = 4.06 ± 0.57) were high for both students and student tutors in the online setting. In comparison to the face-to-face group, students in the online setting considered the student tutors to be significantly (p < .05) more socially congruent. Learning success increased during the course; however, it was not influenced by cognitive congruence. Cognitive and social congruence are high in an online setting. The students’ learning success increased during the online tutorial. Based on the higher level of social congruence, student tutors might be very motivated to be open and approachable in an online setting. Simultaneously, students might pay more attention and participate actively in the online setting. Social and cognitive congruence contribute to the effectiveness of online student tutorials and, thus, online student tutorials should be integrated into medical training.

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Section: Introductionmentioning

confidence: 99%

‘Student tutors go online’ - Investigation of cognitive and social congruence in online student tutorials - a longitudinal study

Loda

Berner

Erschens³

et al. 2022

Medical Education Online

View full text Add to dashboard Cite

show abstract

“…Peer-assisted learning (PAL) represents a favoured method of teaching in universities worldwide, with medical students typically being taught by their peers [1]. As a traditional teaching concept, PAL is considered mutually beneficial as students learn from each other [2,3].…”

Section: Introductionmentioning

confidence: 99%

Online student tutorials for effective peer teaching in digital times: a longitudinal quantitative study

Loda

Kern²,

Erschens³

et al. 2022

BMC Med Educ

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Background Peer-assisted learning represents a favoured method of teaching in universities. The COVID-19 pandemic has necessitated transferring medical education to digital formats, and subsequently, the question has arisen of whether online tutorials might be effective. This study, thus, investigated the efficacy of online tutorials in a communication course by assessing the interaction, verbal communication, and nonverbal communication of tutors and students. Methods Second-year medical students were invited to participate in this longitudinal quantitative study. Validated and self-developed questionnaires (e.g., Jefferson Empathy Scale) including 39 questions (rated on a 7- or 5-point Likert scale) were used to assess the different variables including interaction, verbal and nonverbal communication and students’ learning success. Results Out of 165 medical students, 128 took part in the study. The students as well as tutors reported that they found each other likeable (Mstudents = 4.60±0.71; Mtutors = 4.38±0.53; p > .05). Learning success increased throughout the communication course (Cohen’s d = 0.36–0.74). The nonverbal and verbal communication in the simulated patient (SP) encounter was also rated as high by all three groups (Mnonverbal = 3.90±0.83; Mverbal = 4.88±0.35). Conclusions Interaction as well as nonverbal and verbal communication occurred in the online format, indicating that online tutorials can be effective. The implementation of SPs increases the efficiency of synchronous online learning as it enhances the simulation of a real patient–physician encounter. Thus, online tutorials are a valuable amendment to medical education.

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Peer-Assisted Learning – mehr als eine Methode

Cited by 2 publications

References 41 publications

‘Student tutors go online’ - Investigation of cognitive and social congruence in online student tutorials - a longitudinal study

‘Student tutors go online’ - Investigation of cognitive and social congruence in online student tutorials - a longitudinal study

Online student tutorials for effective peer teaching in digital times: a longitudinal quantitative study

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