Evaluating Peer Assisted Learning in Medical Education
Author Information
Author(s): Glynn Liam G, MacFarlane Anne, Kelly Maureen, Cantillon Peter, Murphy Andrew W
Primary Institution: National University of Ireland, Galway
Hypothesis
This study sought to evaluate the processes at work in Peer Assisted Learning (PAL) within medical education.
Conclusion
The study demonstrates a high level of acceptability for PAL among tutors and learners, highlighting the reciprocity of educational exchange.
Supporting Evidence
- Peer Assisted Learning has positive effects on examination scores and student satisfaction.
- Peer tutors benefit significantly from the learning environment.
- Participants reported feeling more relaxed and comfortable in a peer-led session.
Takeaway
Peer Assisted Learning is when students help each other learn, and this study shows that it works well in medical education.
Methodology
Fifth-year medical undergraduates facilitated role-play sessions for second-year students, with data collected through semi-structured interviews and focus groups.
Potential Biases
Concerns about the quality of teaching and the potential for peer tutors to lack the same knowledge as faculty members.
Limitations
The study does not include data on student outcomes after the introduction of the PAL approach.
Participant Demographics
Participants included fifth-year medical students as peer tutors and second-year medical students as peer learners, with a mix of gender and cultural backgrounds.
Digital Object Identifier (DOI)
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