Peer-assisted learning from three perspectives: student, tutor and co-ordinator

Hill, Elspeth J R; Liuzzi, Francesca; Giles, James A

doi:10.1111/j.1743-498x.2010.00399.x

Cited by 43 publications

(27 citation statements)

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“…Benefits for both the peer learner and peer teacher have been reported in the educational research [2,6,[9][10][11][12][13] . Peer learners have been documented as feeling more comfortable approaching their peer teachers for help than faculty staff [10] .…”

Section: Benefits Of Palmentioning

confidence: 99%

How is peer-teaching perceived by first year paramedic students? Results from three years

Williams¹,

Wallis

McKenna

2014

JNEP

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Background: Peer Assisted Learning (PAL) can create a cooperative learning environment, providing benefits to all students involved. While there is a large pool of research exploring PAL amongst medical students it is worth considering the use of PAL amongst students of different health disciplines. The objective of this study was to examine the perceptions of first year paramedic peer learners being taught by peer teachers over a three-year period.

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Section: Benefits Of Palmentioning

confidence: 99%

How is peer-teaching perceived by first year paramedic students? Results from three years

Williams¹,

Wallis

McKenna

2014

JNEP

View full text Add to dashboard Cite

show abstract

“…The benefits to the peer-teacher are in their own consolidation of the subject knowledge, and the development of transferable skills that will be useful in later professional practice (particularly in medicine; Dandavino et al 2007). Student and staff views of peerteaching are generally positive (Buckley & Zamora, 2007;Bulte et al 2007;Hill et al 2010;Singh, 2010;Hall et al 2013). Wadoodi & Crosby (2002) identify 12 'tips for peerassisted learning', the first of which is to ensure that the activities are student-led, although it is also important for academic staff to provide an overall structure for the sessions as a whole.…”

Section: Approaches To Peer-mediated Learning In Anatomymentioning

confidence: 99%

Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

2013

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Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and WEB 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and groupworking skills and developing digital literacy. The outputs from Shadow Module collaborative work are opensource and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning.

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“…PAL has been used extensively in anatomy courses, and its value has been recognized as a learning strategy (Nnodim, ; Krych et al, ; Nieder et al, ; Youdas et al, ). PAL has been used informally for more than three decades in medical education (Wagner, ; Costello, ; Gibson and Campbell, ; Hill et al, ); however, in recent years, the regulatory processes dictating the dissemination of the model have gained great international interest.…”

Section: Introductionmentioning

confidence: 99%

Near‐peer teaching strategy in a large human anatomy course: Perceptions of near‐peer instructors

Reyes-Hernández

Pulido

Chapa

et al. 2014

Anatomical Sciences Ed

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Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School of Medicine, Autonomous University of Nuevo Leon in Monterrey, Mexico. Modules included: Theory, Clinical Hour, Imaging Anatomy, and Laboratory. The aim of this study was to assess instructor participants' perceptions on the benefits of the NPT strategy in the anatomy classroom. A survey was administered to anatomy course instructors who utilized NPT strategies during winter, fall, and spring semesters of the 2012-2013 school year. A total of 120 instructors were enrolled in the study. There were different perceptions of instructors' roles. Theory and Imaging Anatomy instructors considered themselves to be information providers and resource developers, whereas Clinical Hour and Laboratory instructors saw themselves more as facilitators, role models, and planners. All instructors' opinions on the benefits of NPT were positive. Thus, in this article, the authors find NPT to be a strategy that promotes self-learning, a vital skill.

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Peer-assisted learning from three perspectives: student, tutor and co-ordinator

Abstract: Different roles for medical students can be developed within a PAL scheme, presenting different challenges and benefits to participants.

Cited by 43 publications

References 0 publications

How is peer-teaching perceived by first year paramedic students? Results from three years

How is peer-teaching perceived by first year paramedic students? Results from three years

Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

Near‐peer teaching strategy in a large human anatomy course: Perceptions of near‐peer instructors

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