Peer tutoring in a medical school: perceptions of tutors and tutees.
Peer tutoring in a medical school: perceptions of tutors and tutees.
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DOI：
10.1186/s12909-016-0589-1
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发表时间：
2016-03-08
影响因子：
3.6
通讯作者：
Mellis C
中科院分区：
文献类型：
--
作者：
Burgess A;Dornan T;Clarke AJ;Menezes A;Mellis C
同伴辅导被描述为“来自相似社会群体的非专业教师的人互相帮助学习并通过教学来学习”。同伴辅导被广泛认为是许多医学课程中的支持来源，其中参与和学习涉及社会化过程。同伴辅导可以帮助低年级学生轻松地从大学课堂环境过渡到医院工作场所。在本文中，我们应用基于经验的学习（ExBL）模型来探讨医学生对参加医院临床学校新设立的同伴辅导项目的经历的看法。 2014年，位于皇家阿尔弗雷德王子医院的悉尼中央医学院的所有学生都被邀请自愿参加同伴辅导计划。三年级学生（n = 46）被邀请担任一年级学生（n = 50）的导师，四年级学生（n = 60）被邀请担任二年级学生（n = 51）的导师。同样，“学生”也被邀请自愿参加。学生被邀请参加在课程结束时举行的焦点小组。框架分析用于将数据编码和分类为主题。总共有 108/207 (52%) 名学生参加了该计划。共有 42/106 (40%) 的 3 年级和 4 年级学生作为导师参加； 66/101 (65%) 的一年级和二年级学生作为学生参加。举办了五次焦点小组，50/108 (46%) 的学生自愿参加。高年级学生（导师）十分珍惜这次实践、提高医学知识和教学技能的机会。低年级学生（学生）重视在轻松的小组学习环境中进行额外练习和患者互动的机会。学生们认为同伴辅导计划提供了课程中无法提供的机会。同伴教学计划为高年级学生提供了医学课程框架，以练习和提高他们的医学知识和教学技能。与此同时，低年级学生获得了宝贵的学习体验，他们表示这些体验与教师的传统教学有本质上的不同。
Peer tutoring has been described as “people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching”. Peer tutoring is well accepted as a source of support in many medical curricula, where participation and learning involve a process of socialisation. Peer tutoring can ease the transition of the junior students from the university class environment to the hospital workplace. In this paper, we apply the Experienced Based Learning (ExBL) model to explore medical students’ perceptions of their experience of taking part in a newly established peer tutoring program at a hospital based clinical school. In 2014, all students at Sydney Medical School – Central, located at Royal Prince Alfred Hospital were invited to voluntarily participate in the peer tutoring program. Year 3 students (n = 46) were invited to act as tutors for Year 1 students (n = 50), and Year 4 students (n = 60) were invited to act as tutors for Year 2 students (n = 51). Similarly, the ‘tutees’ were invited to take part on a voluntary basis. Students were invited to attend focus groups, which were held at the end of the program. Framework analysis was used to code and categorise data into themes. In total, 108/207 (52 %) students participated in the program. A total of 42/106 (40 %) of Year 3 and 4 students took part as tutors; and of 66/101 (65 %) of Year 1 and 2 students took part as tutees. Five focus groups were held, with 50/108 (46 %) of students voluntarily participating. Senior students (tutors) valued the opportunity to practice and improve their medical knowledge and teaching skills. Junior students (tutees) valued the opportunity for additional practice and patient interaction, within a relaxed, small group learning environment. Students perceived the peer tutoring program as affording opportunities not otherwise available within the curriculum. The peer teaching program provided a framework within the medical curriculum for senior students to practice and improve their medical knowledge and teaching skills. Concurrently, junior students were provided with a valuable learning experience that they reported as being qualitatively different to traditional teaching by faculty.