A vertical study programme for medical students: Peer-assisted learning in practice

Kam, Jonathan K; Tai, Joanna; Mitchell, Rob; Halley, Elaine; Vance, Sheila

doi:10.3109/0142159x.2012.715782

Cited by 15 publications

(7 citation statements)

References 7 publications

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“…The positive aspects include the preparation of future physicians for their roles in health education, the establishment and development of relationships and guidance. Besides that AL are less threatening and more motivating environment than traditional models of learning [ 23 , 24 ]. In addition, it assists with preparation for future learning (PFL) and is very practical.…”

Section: Discussionmentioning

confidence: 99%

Academic leagues: a Brazilian way to teach about cancer in medical universities

2015

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BackgroundPerformance of qualified professionals committed to cancer care on a global scale is critical. Nevertheless there is a deficit in Cancer Education in Brazilian medical schools (MS). Projects called Academic Leagues (AL) have been gaining attention. However, there are few studies on this subject. AL arise from student initiative, arranged into different areas, on focus in general knowledge, universal to any medical field. They are not obligatory and students are responsible for the organizing and planning processes of AL, so participation highlights the motivation to active pursuit of knowledge. The objective of this study was to explore the relevance of AL, especially on the development of important skills and attitudes for medical students.MethodsA survey was undertaken in order to assess the number of AL Brazilian MS. After nominal list, a grey literature review was conducted to identify those with AL and those with Oncology AL.ResultsOne hundred eighty of the 234 MS were included. Only 4 MS selected held no information about AL and 74.4 % of them had AL in Oncology. The majority had records in digital media. The number of AL was proportional to the distribution of MS across the country, which was related to the number of inhabitants.ConclusionsThe real impact and the potential of these projects can be truly understand by a qualitative analysis. AL are able to develop skills and competencies that are rarely stimulated whilst studying in traditional curriculum. This has positive effects on professional training, community approach through prevention strategies, and development on a personal level permitting a dynamic, versatile and attentive outlook to their social role. Besides stimulating fundamental roles to medical practice, students that participate in AL acquire knowledge and develop important skills such as management and leadership, entrepreneurship, innovation, health education, construction of citizenship. Oncology AL encourage more skilled care to patients and more effective policies for cancer control.

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Section: Discussionmentioning

confidence: 99%

Academic leagues: a Brazilian way to teach about cancer in medical universities

2015

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“…This institution incorporated large scale reforms into the curriculum in 1994, changing the subject based curriculum to an integrated curriculum of five streams with more student centered learning activities. Despite the embracing of student centered learning and evidence for its usefulness, PAL has not been recognized as a formal method of learning by the faculty [ 8 , 10 , 11 ]. There are many concerns regarding PAL among staff teachers as it can be a source of misinformation.…”

Section: Main Textmentioning

confidence: 99%

Peer assisted learning among Sri Lankan medical undergraduates: a cross sectional study

et al. 2017

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ObjectiveThe objectives of this study were to; (a) evaluate the current practices of peer assisted learning among second year and final year medical students of Faculty of Medicine, University of Colombo, Sri Lanka; (b) identify reasons for engaging in peer assisted learning; (c) identify perceived weaknesses in current learning activities; and (d) determine student characteristics associated with engaging in peer assisted learning.ResultsThis cross sectional study interviewed two hundred and eighty-four eligible students. Average number of hours spent on peer assisted learning during a week was significantly greater among second year students compared to final year students (15.1 vs. 7.1 h, p < 0.05). Overall, female students were more likely to engage in peer assisted learning than male students. In second year, most common method of peer assisted learning was mass lectures offered by batch mates or seniors, while in final year it was group discussions. This reflected a transition to more focused, interactive, active learning among senior students.

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“…More recently, research has focused on formalisation of peer-to-peer tutoring within medical programs [ 4 , 5 ]. Peer-tutoring programs incorporate a wide range of medical skill sets, including case-based discussion [ 6 ], clinical examinations [ 2 , 7 ], and student grand rounds [ 7 ]. Largely utilised as an ancillary teaching tool, PAL is designed to supplement and enhance students’ understanding of topics through interactive small-group activities [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2015

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BackgroundStudent-led teaching has long been regarded as a useful ancillary educational method. It is also a valuable tool in the development of aspects of professionalism in student tutors and contributes to a sense of community within the student body. In 2014, a peer-assisted learning (PAL) program, organised by students at Sydney Medical School (Central), explored students’ experience of tutoring their junior peers.MethodsYear 3 and 4 students within Central Clinical School (CCS) were invited to be tutors for Year 1 and 2 students respectively. Tutorials centered on the application of clinical skills. All tutors were asked to complete an end of year questionnaire.ResultsA total of 40 % of senior students participated as tutors and 65 % of junior students as tutees. The end of year questionnaire response rate was 48 % (20/42). Most tutors (19/20, 95 %) felt confident to teach tutorials although one-third (6/20, 30 %) would have preferred more training in teaching. Tutors felt that the program better prepared them for their exams. Almost all tutors (19/20, 95 %) enjoyed teaching and felt it fostered a sense of community at CCS (17/20, 85 %). Tutors stated they were likely to be involved in teaching in the future (17/20, 85 %).ConclusionThis student initiated PAL program provided tutors with the opportunity for content and clinical skills revision and assisted in the development of professional competencies required on entering the medical workforce. The resultant sense of community at CCS will aid the expansion of the program in 2015 with an aim to review quality assurance measures.

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A vertical study programme for medical students: Peer-assisted learning in practice

Cited by 15 publications

References 7 publications

Academic leagues: a Brazilian way to teach about cancer in medical universities

Academic leagues: a Brazilian way to teach about cancer in medical universities

Peer assisted learning among Sri Lankan medical undergraduates: a cross sectional study

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

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