Does the curriculum matter in peer mentoring? From mentee to mentor in problem‐based learning: a unique case study
Does the curriculum matter in peer mentoring? From mentee to mentor in problem‐based learning: a unique case study
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在基于问题的学习中，课程对于同伴指导重要吗？
DOI：
10.1080/1361126042000239929
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发表时间：
2004
期刊：
影响因子：
--
通讯作者：
M. McLean
中科院分区：
文献类型：
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作者：
M. McLean
多年来，纳尔逊·R·曼德拉医学院(Nelson R.Mandela School of Medicine)一直采用同伴辅导的方式，让新生融入学校的学术和社会文化。2001年，出现了一种不寻常的情况。引入了以问题为基础的学习(PBL)课程，该课程的第一批学员由传统课程的高年级学生进行指导。本研究通过对2002名PBL导师的调查，旨在确定课程设置的不匹配是否会影响学生的辅导经验。压倒性的共识是，课程确实很重要--只有当导师能够分享与学员相同的经历时，他们才能完全理解学生的问题。尽管存在这些和其他困难(例如时间表冲突)，一些2001年的学员确实与他们的传统课程导师建立了联系。一些人甚至认为他们是榜样。2002年的PBL导师还表示，由于他们的经历，他们经历了相当大的个人发展。
Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem‐based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum students. The present study, by canvassing the 2002 PBL mentors, set out to determine whether the mismatch in curricula impacted on students' mentoring experiences. There was overwhelming agreement that curriculum did matter—it is only when mentors are able to share the same experiences as mentees, can they fully understand student problems. Notwithstanding this and other difficulties (e.g. timetable clashes), some 2001 mentees did form bonds with their traditional curriculum mentors. Some even identified them as role models. The 2002 PBL mentors also indicated that they had undergone considerable personal development as a result of their experiences.