Interprofessional peer-assisted learning and tutor training practices in health professions education–A snapshot of Germany

Abstract

Peer-assisted learning (PAL)–especially peer tutorials–are gaining momentum in health professions education, particularly in interprofessional education. As little is known about the use of peer tutorials or the preparation of tutors in this context in Germany and in other countries, this study aims to provide an overview of these interventions. A cross-sectional study with a descriptive-exploratory design was conducted. German institutions for health professions education were contacted, and individuals with pedagogical responsibilities were invited to participate in an online survey. The survey was informed by two studies in which seven domains were identified as important. These included facts about the institution, the offer of PAL, the use of tutorials, and the design of tutor training. The survey used mostly closed-ended questions. The questionnaire was completed by n = 100 participants. Overall, n = 46 participants indicated that PAL was offered at their institution. Of these 46 participants, 32 (70%) indicated that uniprofessional PAL was offered, 2 (4%) indicated that interprofessional PAL was offered, and 12 (26%) indicated that both forms of PAL were offered. Peer tutoring was the most common format in both cases (73% for uniprofessional and 64% for interprofessional PAL), and mandatory interventions were mostly used to prepare the tutors. These interventions were held by educators or lecturers and were offered mostly face-to-face as workshops or as discussions. Deepening the tutors’ social competencies through training was given high relevance. Regarding content, focus was placed on communication, (self-)reflection, and group management. Eighty-eight participants expressed recommendations for future directions in terms of preparing tutors for interprofessional PAL. Minor differences between the use of uniprofessional and interprofessional PAL and tutor training were found. Nevertheless, implementation strategies varied. In future, preparatory measures for tutors should be more uniformly designed and geared to the specific requirements of uniprofessional and interprofessional learning, and that at best on an empirical basis.

Collaborative Learning Communities With Medical Students as Teachers

“…3,4,14 The increased popularity of near-peer tutoring can be attributed to its efficiency, favorable outcomes, and positive student feedback. [15][16][17][18][19][20] For example, peer tutoring is associated with affective support in which students feel they are treated as members of a single community within a warm and inclusive learning environment. 18,21 Shenoy and Petersen 22 built upon this idea and emphasized a main aspect of student benefit, social and cognitive congruence.…”

Alfaisal University's Academic Success Center: An Individualized Peer-Assisted Learning Program for Mutual Tutor-Student Advancement

“…To enforce standards and ensure the quality of teaching, peer tutors need to be trained and their sessions monitored regularly. One such study in Germany highlighted training methods used for peer tutors who teach both across colleges in the university and across disciplines with the training focused on communication, self-reflection, and group management [ 7 ].…”