Peer-assisted learning (PAL): skills lab tutors' experiences and motivation
Peer-assisted learning (PAL): skills lab tutors' experiences and motivation
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DOI：
10.1186/s12909-019-1760-2
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发表时间：
2019-09-14
影响因子：
3.6
通讯作者：
Nikendei, C.
中科院分区：
文献类型：
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作者：
Bugaj, T. J.;Blohm, M.;Nikendei, C.
同伴辅助学习（PAL）是世界范围内医学教育中常见的教学和学习方法。在技能实验室（技能实验室）的设置中，学生导师通常被聘为教师教师的等效替代品。然而，据我们所知，有一个定性的研究，探讨学生导师的个人承诺的原因缺乏。我们的研究的目的是探讨本科生如何体验和评估他们的角色技能实验室的学生导师，他们的动机是什么，以及是否社会和认知一致性发挥了作用，在他们的教学经验。方法我们进行了深入的，半结构化的访谈，学生导师谁是目前在技能实验室教学。在访谈被逐字转录后，两名独立的调查人员根据Mayring的说法进行了定性内容分析。结果我们总共与学生导师进行了9次访谈。研究结果显示，所有的学生辅导员都表现出极大的热情和积极性，他们的工作作为同伴教师。学生导师在技能实验室教学的主要动机之一是同时分享和提高他们的知识和专业知识的可能性。总的来说，我们研究的参与者对他们的教学有很高的期望。他们发现，与学生学习者感同身受尤为重要。与此同时，他们认为自己将从教学活动中受益，并作为学生导师发展一定的专业知识。结论通过本研究，我们能够深入了解是什么促使学生导师在技能实验室教学，以及他们有什么样的经验。我们的研究结果提供了一个重要的投入，为未来培养高素质的学生导师。
Background Peer-assisted learning (PAL) is a common teaching and learning method in medical education worldwide. In the setting of skills laboratories (skills labs), student tutors are often employed as an equivalent alternative to faculty teachers. However, to the best of our knowledge, there is a lack of qualitative studies which explore the reasons for the personal commitment of student tutors. The aim of our study was to examine how undergraduate students experienced and evaluated their roles as skills lab student tutors, what their motivation was, and whether social and cognitive congruence played a role in their teaching experiences. Methods We conducted in-depth, semi-structured interviews with student tutors who were currently teaching in a skills lab. After the interviews had been transcribed verbatim, two independent investigators performed a qualitative content analysis according to Mayring. Results In total, we conducted nine interviews with student tutors. Our results revealed that all student tutors showed great enthusiasm and motivation for their jobs as peer teachers. One of the main motivating factors for student tutors to teach in a skills lab was the possibility to simultaneously share and improve their knowledge and expertise. In general, the participants of our study had high aspirations for their teaching. They found it particularly important to be empathetic with the student learners. At the same time, they thought they would personally benefit from their teaching activities and develop a certain expertise as student tutors. Conclusions With the present study we are able to gain some insight into what motivates student tutors to teach in a skills lab and what kind of experiences they have. Our results provide an important input for the future training of highly qualified student tutors.