Senior students’ experience as tutors of their junior peers in the hospital setting

Clarke, Antonia J; Burgess, Annette; Menezes, Audrey; Mellis, Craig

doi:10.1186/s13104-015-1729-0

Cited by 8 publications

(6 citation statements)

References 24 publications

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“…Benefits may not only be drawn from the teaching activity itself but also from the PAL programs in general if they, for example, include structural qualification for peer teachers by standardized didactic and content-related training programs (8)(9)(10). Accordingly, it was shown that peer teaching can foster the peer teachers' knowledge acquisition, both objectively and subjectively (11)(12)(13)(14). Furthermore, peer teachers reported gaining skills in providing feedback (12) and valued the improvement of medical knowledge as well as teaching techniques through participating in peer teaching (15).…”

Section: Introduction Peer-assisted Learningmentioning

confidence: 99%

“…Besides the development of specific skills, studies provided evidence that peer teachers not only enjoyed their teaching activity but also Correspondence: D. Engels (daniel.engels@med.uni-muenchen.de). Submitted 1 March 2021 / Revised 26 July 2021 / Accepted 26 July 2021 strengthened their sense of community within the PAL program (11,14). Likewise, peer teaching is seen as a possibility to enhance the personal and professional self-confidence of peer teachers (16).…”

Section: Introduction Peer-assisted Learningmentioning

confidence: 99%

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The peer teachers’ perception of intrinsic motivation and rewards

Engels¹,

Haupt

Kugelmann

2021

Advances in Physiology Education

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Peer-assisted learning (PAL) is an educational method commonly applied in academic teaching. It is characterized by the interplay between peer teachers and learners who are at a similar academic level. Although it has been shown that peer teachers benefit from participating in PAL, little is known about their perception of motivation and rewards. Here we designed a questionnaire and measured the perception of intrinsic motivation and rewards of peer teachers from three different PAL programs. Overall, peer teachers were highly intrinsically motivated. The reward category Supporting Others was appreciated the most, followed by the reward categories Self-Improvement, Feedback, and Financial. The perception of rewards reflected the features of the three PAL programs. For example, the item “learning the teaching matter themselves” was most valued by peer teachers who were enrolled in a PAL program that deployed their peer teachers primarily to convey knowledge. In contrast, “actively shaping the teaching situation” was appreciated most by peer teachers of the PAL program that enables their peer teachers to conceive their teaching sessions independently. These findings go toward recommendations of the implementation and further development of PAL programs. If PAL programs clearly define their features and aims, they could specifically attract (and select) peer teachers and meet their needs as well as expectations, providing opportunities to gain knowledge and teaching experience. Ultimately, these PAL programs could better support the learners.

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Section: Introduction Peer-assisted Learningmentioning

confidence: 99%

Section: Introduction Peer-assisted Learningmentioning

confidence: 99%

The peer teachers’ perception of intrinsic motivation and rewards

Engels¹,

Haupt

Kugelmann

2021

Advances in Physiology Education

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“…6 Peer tutoring nurtures development of metacognitive, communication and professionalism skills among the peer tutors. 7 They relieve the burden of teaching from the faculty thereby, enabling them to take part in productive activities. 8 In Pakistan, few PAL studies led to the conclusion that PAL is as effective as facilitator assisted learning.…”

mentioning

confidence: 99%

Benefits of Near-Peer Tutoring in Small Group Discussions: A Pilot Study

Muazam

Majeed²,

Khattak³

2021

J Islamabad Med Dental Coll

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Background: A year senior medical students can prove to be a useful teaching resource with added benefits for the tutors. The objective of this study was to explore the perceptions of near-peer tutors after facilitating small group discussions while delivering an integrated curriculum in preclinical years. Material and Methods: This qualitative exploratory pilot study was conducted in Rawal Institute of Health Sciences Islamabad, Pakistan from July 2017 to November 2017. Students of First year MBBS class (n=100), were divided into six small groups. Seven Second year MBBS students who had secured more than 60% marks throughout year one assessments and in Professional examination were selected as Near-Peer tutors after informed verbal consent. In the first discussion, three groups were taught by three tutors and three by junior faculty. In the second discussion, the groups were swapped and exposed to the same strategy as above, with new learning objectives, but the remaining three tutors now took batches. One tutor acted as a substitute. Qualitative data was collected after interviewing the tutors individually and responses were audio recorded. The collected data, both notes and audio recordings of the interviews, was transcribed into text to generate codes, theme and sub themes. Results: Transcription of data revealed that the tutors enjoyed teaching and were of the opinion that Near-Peer tutoring is more effective in small groups, for both tutors and the learners. The tutors felt a boost in self-confidence and improvement in communication skills, after facilitating a small group. Tutoring also helped in developing their higher order cognitive thinking, learning skills and time management. Conclusions: Near-Peer tutoring helped the tutors develop learning and communications skills while facilitating small group sessions, thus helping them in their future medical roles. Key words: Integrated curriculum, Near-Peer tutoring, Peer Assisted Learning, Small group discussions.

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“…This is important, as teaching is an integral part of the medical profession . Thus a peer‐assisted mock examination provides a platform to focus on teaching one‐to‐one, providing individualised feedback to a number of students.…”

Section: Discussionmentioning

confidence: 99%