Informal peer‐assisted learning amongst medical students: A qualitative perspective
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2024
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| _version_ | 1867010792075821056 |
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| author | Timothy J. Morris Sarah Collins Joanne Hart |
| author_facet | Timothy J. Morris Sarah Collins Joanne Hart Timothy J. Morris Sarah Collins Joanne Hart |
| collection | Wiley Open Access |
| contents | Informal peer‐assisted learning amongst medical students: A qualitative perspective Timothy J. Morris Sarah Collins Joanne Hart The Clinical Teacher Abstract Purpose Peer‐assisted learning (PAL) can occur informally as part of a medical programme and complements the formal curriculum. However, little is known about the mechanisms and processes of how informal peer‐assisted learning (IPAL) is enacted. Materials and Methods This paper presents data from an ethnographic and semi‐structured interview study with Year 1 and 2 undergraduate medical students at a UK university. Results Peers were observed assisting each other informally: a process that developed as part of the integrated, group‐based approach to undergraduate medical education at a UK university. IPAL took place both within and outside of formal teaching sessions and included explanation/clarification of particular points, sharing resources, guiding pronunciation and demonstrating skills. Students placed a high value on IPAL and believed that it was beneficial. When IPAL broke down, this led to negative emotions that presented obstacles to learning, such as resentment. Conclusions IPAL is an important part of academic support for medical students, and this work shows both its scope, extending from formal to informal teaching, and how it is enacted. This understanding can help educators situate IPAL within student education. 10.1111/tct.13721 http://creativecommons.org/licenses/by/4.0/ |
| doi_str_mv | 10.1111/tct.13721 |
| format | Artículo Open Access |
| id | wiley_oa_10_1111_tct_13721 |
| institution | Wiley Open Access |
| license_str_mv | http://creativecommons.org/licenses/by/4.0/ |
| publishDate | 2024 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | Informal peer‐assisted learning amongst medical students: A qualitative perspective Timothy J. Morris Sarah Collins Joanne Hart The Clinical Teacher Informal peer‐assisted learning amongst medical students: A qualitative perspective Timothy J. Morris Sarah Collins Joanne Hart The Clinical Teacher Abstract Purpose Peer‐assisted learning (PAL) can occur informally as part of a medical programme and complements the formal curriculum. However, little is known about the mechanisms and processes of how informal peer‐assisted learning (IPAL) is enacted. Materials and Methods This paper presents data from an ethnographic and semi‐structured interview study with Year 1 and 2 undergraduate medical students at a UK university. Results Peers were observed assisting each other informally: a process that developed as part of the integrated, group‐based approach to undergraduate medical education at a UK university. IPAL took place both within and outside of formal teaching sessions and included explanation/clarification of particular points, sharing resources, guiding pronunciation and demonstrating skills. Students placed a high value on IPAL and believed that it was beneficial. When IPAL broke down, this led to negative emotions that presented obstacles to learning, such as resentment. Conclusions IPAL is an important part of academic support for medical students, and this work shows both its scope, extending from formal to informal teaching, and how it is enacted. This understanding can help educators situate IPAL within student education. 10.1111/tct.13721 http://creativecommons.org/licenses/by/4.0/ |
| title | Informal peer‐assisted learning amongst medical students: A qualitative perspective |
| topic | The Clinical Teacher |
| url | https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/tct.13721 |