Understanding the Experience of Being Taught by Peers: The Value of Social and Cognitive Congruence

Autor/inn/en	Lockspeiser, Tai M.; O'Sullivan, Patricia; Teherani, Arianne; Muller, Jessica
Titel	Understanding the Experience of Being Taught by Peers: The Value of Social and Cognitive Congruence
Quelle	In: Advances in Health Sciences Education, 13 (2008) 3, S.361-372 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-006-9049-8
Schlagwörter	Medical Students; Student Attitudes; Medical Schools; Focus Groups; Factor Analysis; Student Experience; Peer Teaching; Medical Education; Student Surveys; Program Effectiveness; Correlation + Suchen Sie Ihr Suchwort? Schülerverhalten; Medizinische Ausbildung; Faktorenanalyse; Studienerfahrung; Peer group teaching; Peer Group Teaching; Schülerbefragung; Korrelation
Abstract	Background: Medical schools use supplemental peer-teaching programs even though there is little research on students' actual experiences with this form of instruction. Purpose: To understand the student experience of being taught by peers instead of by faculty. Methods: We conducted focus groups with first- and second-year medical students participating in a supplemental peer-teaching program at one institution. From the learner focus group themes, we developed a questionnaire and surveyed all first-year students. Results: Focus groups revealed four learner themes: learning from near-peers, exposure to second-year students, need for review and synthesis, teaching modalities and for the peer-teachers, the theme of benefits for the teacher. Factor analysis of the survey responses resulted in three factors: second-year students as teachers, the benefit of peer-teachers instead of faculty, and the peer-teaching process. Scores on these factors correlated with attendance in the peer-teaching program (P less than 0.05). Conclusions: Students valued learning from near-peers because of their recent experience with the materials and their ability to understand the students' struggles in medical school. Students with the highest participation in the program valued the unique aspects of this kind of teaching most. Areas for improvement for this program were identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10