posted on 2013-04-16, 11:52authored byLiam G. Glynn, Anne E. MacFarlane, Maureen Kelly, Peter Cantillon, Andrew W. Murphy
Background: The benefits of Peer Assisted Learning (PAL) are well established with positive
effects on examination scores, student satisfaction and personal and professional development
reported. PAL is increasingly utilised as a resource within medical education where the restrictions
on resources have forced teachers to look at creating new educational environments which can be
delivered at a lower cost. This study sought to evaluate the processes at work as the emphasis of
PAL research to date has largely been on the consideration of student outcomes.
Methods: Fifth-year medical undergraduates, who had completed their communication skills
modular training and attended a preparatory workshop, facilitated a role-play session for their
second-year colleagues within an Early Patient Contact programme. Semi-structured interviews
and focus groups were used to collect data at different time points in order to establish the views
of peer learners and tutors towards this new method of teaching. The data was analysed according
to the principles framework analysis using N-vivo software. Themes were shared and debated with
the multidisciplinary team of authors and a concordance of views on common themes was reached
after discussion and debate.
Results: Analysis of the data resulted in the emergence of three thematic categories: Learning
Environment, Educational Exchange and Communication and Modelling. The data demonstrated a
concordance of the views between peer tutors and learners on barriers and levers of this approach
as well as a heightened awareness of the learning environment and the educational exchange
occurring therein.
Conclusion: The data is significant as it not only demonstrates a high level of acceptability among
tutors and learners for PAL but also indicates the reciprocity of educational exchange that appears
to occur within the PAL setting. This study highlights some of the unique characteristics of PAL and
we recommend the development of further qualitative studies around peer learners and tutors
views of this process.
History
Publication
BMC Medical Education;6:18
Publisher
BioMed Central
Note
peer-reviewed
Other Funding information
Centre for Excellence in Learning and Teaching, National University of Ireland, Galway