Peer tutoring in a medical school: perceptions of tutors and tutees

被引:56
作者
Burgess, Annette [1 ]
Dornan, Tim [2 ,3 ]
Clarke, Antonia J. [4 ,6 ]
Menezes, Audrey [5 ,6 ]
Mellis, Craig [6 ]
机构
[1] Univ Sydney, Sydney Med Sch, Educ Off, Edward Ford Bldg A27, Sydney, NSW 2006, Australia
[2] Queens Univ Belfast, Belfast, Antrim, North Ireland
[3] Maastricht Univ, NL-6200 MD Maastricht, Netherlands
[4] Royal Prince Alfred Hosp, Camperdown, NSW 2050, Australia
[5] Hornsby Hosp, Hornsby, NSW, Australia
[6] Univ Sydney, Sydney Med Sch, Sydney Med Sch Cent, Sydney, NSW 2006, Australia
关键词
STUDENTS; INSTRUCTION; EDUCATION;
D O I
10.1186/s12909-016-0589-1
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Background: Peer tutoring has been described as "people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching". Peer tutoring is well accepted as a source of support in many medical curricula, where participation and learning involve a process of socialisation. Peer tutoring can ease the transition of the junior students from the university class environment to the hospital workplace. In this paper, we apply the Experienced Based Learning (ExBL) model to explore medical students' perceptions of their experience of taking part in a newly established peer tutoring program at a hospital based clinical school. Methods: In 2014, all students at Sydney Medical School - Central, located at Royal Prince Alfred Hospital were invited to voluntarily participate in the peer tutoring program. Year 3 students (n = 46) were invited to act as tutors for Year 1 students (n = 50), and Year 4 students (n = 60) were invited to act as tutors for Year 2 students (n = 51). Similarly, the 'tutees' were invited to take part on a voluntary basis. Students were invited to attend focus groups, which were held at the end of the program. Framework analysis was used to code and categorise data into themes. Results: In total, 108/207 (52 %) students participated in the program. A total of 42/106 (40 %) of Year 3 and 4 students took part as tutors; and of 66/101 (65 %) of Year 1 and 2 students took part as tutees. Five focus groups were held, with 50/108 (46 %) of students voluntarily participating. Senior students (tutors) valued the opportunity to practice and improve their medical knowledge and teaching skills. Junior students (tutees) valued the opportunity for additional practice and patient interaction, within a relaxed, small group learning environment. Conclusion: Students perceived the peer tutoring program as affording opportunities not otherwise available within the curriculum. The peer teaching program provided a framework within the medical curriculum for senior students to practice and improve their medical knowledge and teaching skills. Concurrently, junior students were provided with a valuable learning experience that they reported as being qualitatively different to traditional teaching by faculty.
引用
收藏
页数:7
相关论文
共 25 条
[1]  
[Anonymous], MARKING DOCTORS I AP
[2]   Teaching to Teach': enhancing fourth year medical students' teaching skills [J].
Bardach, NS ;
Vedanthan, R ;
Haber, RJ .
MEDICAL EDUCATION, 2003, 37 (11) :1031-1032
[3]   THE NEED TO BELONG - DESIRE FOR INTERPERSONAL ATTACHMENTS AS A FUNDAMENTAL HUMAN-MOTIVATION [J].
BAUMEISTER, RF ;
LEARY, MR .
PSYCHOLOGICAL BULLETIN, 1995, 117 (03) :497-529
[4]  
BENBASSAT J, 1982, LANCET, V1, P95
[5]  
Braun V, 2006, QUAL RES PSYCHOL, V3, DOI [DOI 10.1191/1478088706QP063OA, 10.1191/1478088706qp063oa]
[6]  
Brown J. S., 1989, Educational Researcher, V18, P32, DOI [https://doi.org/10.3102/0013189X018001032, DOI 10.2307/1176008]
[7]   A New Concept of Unsupervised Learning: Directed Self-Guided Learning in the Health Professions [J].
Brydges, Ryan ;
Dubrowski, Adam ;
Regehr, Glenn .
ACADEMIC MEDICINE, 2010, 85 :S49-S55
[8]  
Cooke M., 2010, Educating physicians: A call for reform of medical school and residency
[9]   What motivates senior clinicians to teach medical students? [J].
Dahlstrom J. ;
Dorai-Raj A. ;
McGill D. ;
Owen C. ;
Tymms K. ;
Watson D.A.R. .
BMC Medical Education, 5 (1)