Can Medical Students Teach? A Near-Peer-Led Teaching Program for "Year 1" Students

Autor/inn/en	Jackson, T. A.; Evans, D. J. R.
Titel	Can Medical Students Teach? A Near-Peer-Led Teaching Program for "Year 1" Students
Quelle	In: Advances in Physiology Education, 36 (2012) 3, S.192-196 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00035.2012
Schlagwörter	Academic Achievement; Outcomes of Education; Teaching Methods; Foreign Countries; Feedback (Response); Learning Experience; Tutorial Programs; Medical Schools; Medical Students; Teaching Skills; Peer Teaching; Learning Modules; Group Instruction; Student Attitudes; Small Group Instruction; Active Learning; Educational Attainment; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lernerfahrung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Medizinische Ausbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Peer group teaching; Peer Group Teaching; Learning module; Lernmodul; Gruppenunterricht; Schülerverhalten; Aktives Lernen; Bildungsabschluss; Bildungsgut; Großbritannien
Abstract	The General Medical Council states that United Kingdom graduates must function effectively as educators. There is a growing body of evidence showing that medical students can be included as teachers within a medical curriculum. Our aim was to design and implement a near-peer-led teaching program in an undergraduate medical curriculum and assess its acceptability among "year 1" students. Students received six tutorials focusing on aspects of cardiac, respiratory, and blood physiology. Tutorials ran alongside standard module teaching. Students were taught in groups of ~30 students/group, and an active teaching approach was used in sessions where possible. Using anonymous evaluations, student feedback was collected for the program overall and for each tutorial. The program was voluntary and open to all first-year students, and 94 (of 138) medical students from "year 1" at Brighton and Sussex Medical School were recruited to the study. The tutorial program was popular among students and was well attended throughout. Individual tutorial and overall program quantitative and qualitative feedback showed that students found the tutorials very useful in consolidating material taught within the module. Students found the small group and active teaching style of the near-peer tutors very useful to facilitating their learning experience. The end-of-module written examination scores suggest that the tutorials may have had a positive effect on student outcome compared with previous student attainment. In conclusion, the present study shows that a near-peer tutorial program can be successfully integrated into a teaching curriculum. The feedback demonstrates that "year 1" students are both receptive and find the additional teaching of benefit. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10