For Publishers
DiscoveryMetadataPeer reviewHostingPublishing
For Researchers
JoinPublishReviewCollect
Register
Blog
About
Search
Advanced search
My ScienceOpen
Search
For Publishers
For Researchers
Blog
About
1
views
37
references
 Top references
cited by
10
    
0 reviews
 Review
0
comments
 Comment
0
recommends
+1 Recommend
0 collections
    0
    shares
      120
      similar
       All similar
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Planning peer assisted learning (PAL) activities in clinical schools

      review-article

      Read this article at

      ScienceOpenPublisherPMC
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Peer Assisted Learning (PAL) is well accepted as an educational method within health professional education, involving a process of socialisation among students. PAL activities provide a framework whereby students are permitted to practice and develop their healthcare and teaching skills. However, the success of PAL activities is dependent upon two key factors: the “agency” of the individual students, that is, their willingness to participate; and importantly, the “ affordance” of the activity, that is, the invitational quality provided by the clinical school. The purpose of this paper is to assist healthcare educators and administrators responsible for curriculum design, course co-ordination, and educational research, in developing their own PAL activities. Health professional students and junior health professionals leading or participating in PAL activities may also find the paper useful. Based on the authors’ collective experience, and relevant literature, we provide practical tips for the design, implementation and evaluation of PAL activities.

          Related collections

          Most cited references37

          • Record: found
          • Abstract: not found
          • Article: not found

          The effectiveness of peer tutoring in further and higher education: A typology and review of the literature

          K. Topping * (1996)
          Article 0 comments Cited 135 times – based on 0 reviews     Review now
            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Dimensions and psychology of peer teaching in medical education.

            Olle ten Cate, Steven Durning (2007)
            Peer teaching, an educational arrangement in which one student teaches one or more fellow students, is applied in several forms in medical education. A number of authors have linked peer teaching to theories of education and psychology. Yet no comprehensive overview of what theory can offer to understand dynamics of peer teaching has been previously provided. A framework is designed to categorize forms of peer teaching, distinguishing three dimensions: distance in stage of education, formality of the educational setting and size of the group taught. Theories are categorized in two dimensions: theories that explain benefits of peer teaching from a cognitive versus a social-psychological perspective, and theories that explain benefits for peer learners versus peer teachers. Both dimensional frameworks help to clarify why and in what conditions peer teaching may help students to learn.
            Article 0 comments Cited 115 times – based on 0 reviews     Review now
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school

              Tzu-Chieh Yu, Nichola Wilson, Primal Singh … (2011)
              Introduction International interest in peer-teaching and peer-assisted learning (PAL) during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice. Objective To summarize and critically appraise evidence presented on peer-teaching effectiveness and its impact on objective learning outcomes of medical students. Method A literature search was conducted in four electronic databases. Titles and abstracts were screened and selection was based on strict eligibility criteria after examining full-texts. Two reviewers used a standard review and analysis framework to independently extract data from each study. Discrepancies in opinions were resolved by discussion in consultation with other reviewers. Adapted models of “Kirkpatrick’s Levels of Learning” were used to grade the impact size of study outcomes. Results From 127 potential titles, 41 were obtained as full-texts, and 19 selected after close examination and group deliberation. Fifteen studies focused on student-learner outcomes and four on student-teacher learning outcomes. Ten studies utilized randomized allocation and the majority of study participants were self-selected volunteers. Written examinations and observed clinical evaluations were common study outcome assessments. Eleven studies provided student-teachers with formal teacher training. Overall, results suggest that peer-teaching, in highly selective contexts, achieves short-term learner outcomes that are comparable with those produced by faculty-based teaching. Furthermore, peer-teaching has beneficial effects on student-teacher learning outcomes. Conclusions Peer-teaching in undergraduate medical programs is comparable to conventional teaching when utilized in selected contexts. There is evidence to suggest that participating student-teachers benefit academically and professionally. Long-term effects of peer-teaching during medical school remain poorly understood and future research should aim to address this.
              Article 0 comments Cited 102 times – based on 0 reviews     Review now
                Bookmark
                All references

                Author and article information

                Contributors
                Annette Burgess: Annette.burgess@sydney.edu.au
                Journal
                Journal ID (nlm-ta): BMC Med Educ
                Journal ID (iso-abbrev): BMC Med Educ
                Title: BMC Medical Education
                Publisher: BioMed Central (London )
                ISSN (Electronic): 1472-6920
                Publication date (Electronic): 3 December 2020
                Publication date PMC-release: 3 December 2020
                Publication date Collection: 2020
                Volume: 20
                Issue : Suppl 2 Issue sponsor : Publication of this supplement has not been supported by sponsorship. The articles have undergone the journal's standard peer review process for supplements. The Supplement Editors declare that they have no competing interests.
                Electronic Location Identifier: 453
                Affiliations
                [1 ]GRID grid.1013.3, ISNI 0000 0004 1936 834X, The University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, Edward Ford Building A27, The University of Sydney, ; Sydney, NSW 2006 Australia
                [2 ]GRID grid.1013.3, ISNI 0000 0004 1936 834X, The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, ; Sydney, Australia
                [3 ]GRID grid.1013.3, ISNI 0000 0004 1936 834X, The University of Sydney, , Faculty of Medicine and Health, The University of Sydney, ; Sydney, Australia
                [4 ]GRID grid.1013.3, ISNI 0000 0004 1936 834X, The University of Sydney, Faculty of Medicine and Health, , Sydney Medical School, Central Clinical School, ; Sydney, Australia
                Article
                Publisher ID: 2289
                DOI: 10.1186/s12909-020-02289-w
                PMC ID: 7712591
                PubMed ID: 33272276
                SO-VID: 7d2ff6ee-16d3-44ff-ac0c-74d82e15fc1d
                Copyright © © The Author(s) 2020
                License:

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

                History
                Categories
                Subject: Review
                Custom metadata
                issue-copyright-statement © The Author(s) 2020

                ScienceOpen disciplines: Education
                Data availability:
                ScienceOpen disciplines: Education

                Comments

                Comment on this article

                scite_

                Similar content120

                See all similar

                Cited by10

                See all cited by

                Most referenced authors203

                See all reference authors