DEVELOPING A UNIQUE PEER ASSISTED LEARNING MODEL FOR MEDICAL FACULTIES BASED ON THE MOTTO "IF YOU KNOW, WHY DON'T YOU TEACH?
Öz
Objective
Peer-assisted learning (PAL) is an educational
methodology wherein individuals belonging to similar
social groups, devoid of professional teaching roles,
collaborate to facilitate learning processes, thereby
enhancing their own educational experiences. This
approach is globally favored and holds significance
in our country, owing to its documented positive
attributes in academic literature. Upon scrutinizing
the pre-graduation education program at Suleyman
Demırel University Faculty of Medicine, it was evident
that no structured PAL-based educational initiative
existed for student participation. The primary objective
of our research is to formulate a PAL program that
supplements our educational curriculum and ascertain
the potential assistance of peer educators in fostering
individual learner development. This program aims to
deepen understanding of subjects within the medical
curriculum or advancements in the realm of medical
science/technology, engage in scientific inquiry, and
foster collaborative knowledge sharing among peers.
Material and Method
Employing a program development approach, the
study follows the Kern six-step framework in crafting
the program. Evaluation of the program involves
utilizing data acquired from participant feedback forms
and pre- and post-program grade point averages.
Results
A cohort of 86 students partook in the study, with 54
providing feedback. Analysis of the data indicated
overall student satisfaction with the program
and a discernible improvement in their academic
performance.
Conclusion
Based on these findings, we posit that augmenting
our faculty's pre-graduation education program with
a PAL-supported approach holds potential to enrich
both the social and academic proficiencies of our
students.
Anahtar Kelimeler
peer assisted learning medical education program development
Proje Numarası
1919B012113018
Kaynakça
- 1. Tai J, Molloy E, Haines TP, Canny BJ. Same-Level Peer-Assisted Learning in Medical Clinical Placements: A Narrative Systematic Review. Med Educ. 2016 Apr;50(4):469-84. doi: 10.1111/ medu.12898.
- 2. Rees EL, Quinn P, Davies B, Fotheringham V. How Does Peer Teaching Compare to Faculty Teaching? A Systematic Review and Meta-Analysis. Med Teach. 2016 Aug;38(8):829-37. doi: 10.3109/0142159X.2015.1112888.
- 3. de Silva NL, Parththipan B, Rodrigo C, Constantine G, Fernando SD, Rajapakse S. Peer assisted learning among Sri Lankan medical undergraduates: a cross sectional study. BMC Res Notes. 2017;10:1–5.
- 4. Bene KL, Bergus G. When learners become teachers. Fam Med. 2014;46(10):783–7.
- 5. Weyrich P, C N, Schrauth M, Möltner A, Lammerding-Köppel M, Nikendei C. Peer-Assisted Versus Faculty Staff-Led Skills Laboratory Training: A Randomised Controlled Trial. Med Educ. 2009 Feb;43(2):113-20. doi: 10.1111/j.1365- 2923.2008.03252.x.
- 6. Huriyah S, Contessa E. Podcast With Peer Assisted Learning to Develop Efl Learners Listening Comprehension and Motivation. J Basis. 2020;7(2):363-373
- 7. Duran-Nelson A, Baum KD, Weber-Main AM, Menk J. Efficacy of Peer-Assisted Learning Across Residencies for Procedural Training in Dermatology. J Grad Med Educ. 2011;3(3):391-4. doi: 10.4300/JGME-D-10-00218.1
- 8. Roh H. Utilization and Effects of Peer‐Assisted Learning in Basic Medical Education. Korean Med Educ Rev. 2021;23(1):11-22
- 9. Hasnani H. Enhancing Students’ Reading Ability Through Peer- Assisted Learning Strategies (Pals). Lentera Pendidik J Ilmu Tarb Dan Kegur. 2020;23(2):260 Doi:10.24252/lp.2020v23n2i6.
- 10. Ledger A, Edwards L, Harding D, Hargreaves KM, Mistry S. Learning Ideals: Critical Reflections on a Near-Peer Initiative at Leeds. Mededpublish. 2017;6(3):43.
- 11. Burgess A, McGregor D, Mellis C. Medical Students as Peer Tutors: A Systematic Review. BMC Med Educ. 2014;14:115. doi: 10.1186/1472-6920-14-115.
- 12. Zhang Y, Maconochie M. A Meta-Analysis of Peer-Assisted Learning on Examination Performance in Clinical Knowledge and Skills Education. BMC Med Educ. 2022;22(1):147. doi: 10.1186/s12909-022-03183-3.
- 13. Yu T-C, Wilson N, Singh P, Lemanu DP, Hawken SJ, Hill A. Medical Students-as-Teachers: A Systematic Review of Peer-Assisted Teaching During Medical School. Adv Med Educ Pract. 2011;2:157-72. doi: 10.2147/AMEP.S14383.
- 14. Alkhail BA. Near-Peer-Assisted Learning (NPAL) in Undergraduate Medical Students and Their Perception of Having Medical Interns as Their Near Peer Teacher. Med Teach. 2015;37 Suppl 1:S33-9. doi: 10.3109/0142159X.2015.1006602.
- 15. Snapp C, Bassett C, Baldwin A, Hill JR, DeBusk R. Peer-Assisted Learning in Undergraduate Medical Education for Resilience and Well-Being. Med Sci Educ. 2022;33(1):5-6. doi: 10.1007/s40670-022-01702-x
- 16. Garvick S, Smith I, Carter J, Tannir Z El, Gentile A, Jones GP, et al. Impact of Peer-Assisted Learning on Ultrasound. J Physician Assist Educ. 2021;32(4):253-256. doi: 10.1097/ JPA.0000000000000392.
- 17. Field M, Burke J, McAllister D, Lloyd DM. Peer-Assisted Learning: A Novel Approach to Clinical Skills Learning for Medical Students. Med Educ. 2007; 41(4):411-8. doi: 10.1111/j.1365- 2929.2007.02713.x.
- 18. Thomas PA, Kern DE, Hughes MT, Chen BY. Curriculum development for medical education: a six-step approach. Baltimore, Maryland: John Hopkins University Press; 2015.
- 19. Goldschmid B, Goldschmid ML. Peer teaching in higher education: A review. High Educ. 1976;5(1):9–33.
- 20. Shihabuddin C, Karl J, Momeyer MA. Peer-Assisted Learning: A Teaching Strategy for Nurse Practitioner Students. Nurse Educ. 2022;47(4):252–3.
- 21. Cantu L, Thomas L. Baseline well-being, perceptions of critical incidents, and openness to debriefing in community hospital emergency department clinical staff before COVID-19, a cross-sectional study. BMC Emerg Med. 2020 Dec 1;20(1).
- 22. Thomas S, Mansfield S. Working outside the box: breaking down barriers with a Learning Development Peer Mentor scheme. J Learn Dev High Educ. 2022;(25).
- 23. Rahman NFA, Azmi MI. Breaking Bad News Workshop as Peer- Assisted Learning Project in Primary Care Clerkship. Educ Med J. 2016;8(1): 75–77
- 24. Ala O, Hongtao Y. On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University. Int J Inf Commun Technol Educ. 2021;18(1):1-14 Doi: 10.4018/IJICTE.287103
- 25. Ross M, Cameron H. Peer Assisted Learning: A Planning and Implementation Framework: AMEE Guide No. 30. Med Teach. 2007;29(6):527-45. doi: 10.1080/01421590701665886.
- 26. Meyer VM, Benjamens S, El Moumni M, Lange JFM, Pol RA. Global overview of response rates in patient and health care professional surveys in surgery: a systematic review. Ann Surg. 2022;275(1):e75.
- 27. Nayak M, Narayan KA. Strengths and weaknesses of online surveys. technology. 2019;6(7):0837–2405053138.
- 28. Wu M-J, Zhao K, Fils-Aime F. Response rates of online surveys in published research: A meta-analysis. Comput Hum Behav Reports. 2022;7:100206.
“MADEM BİLİYORSUN, NEDEN ÖĞRETMİYORSUN?” MOTTOSUNDAN HAREKETLE TIP FAKÜLTELERİNDE UYGULANABİLECEK ÖZGÜN BİR AKRAN DESTEKLİ EĞİTİM PROGRAMININ GELİŞTİRİLEBİLMESİ
Öz
Amaç
Akran destekli öğrenme (Peer-assisted learning-PAL),
benzer sosyal gruplardan gelen ve profesyonel öğretmen
olmayan bireylerin birbirlerine öğrenme konusunda
yardımcı oldukları ve böylece kendi öğrenme
deneyimlerini geliştirdikleri bir eğitim yaklaşımıdır.
Alan yazında belirtilmiş olumlu özelliklerinden dolayı
dünyada ve ülkemizde tercih nedenidir. Süleyman
Demirel Üniversitesi Tıp Fakültesi mezuniyet öncesi
eğitim programı incelendiğinde öğrencilerin katılabilecekleri
PAL temelinde geliştirilmiş bir eğitim programı
olmadığı belirlenmiştir. Çalışmamızın amacı
eğitim programımızı destekleyecek bir PAL programı
geliştirmek ve bu program içerisinde öğrenenlerin tıp
müfredatına dair konularda ya da tıp alanındaki bilimsel/
teknolojik gelişmelere dair derinlemesine öğrenmek,
bilimsel araştırma yapmak ve akranları ile
bu araştırma, öğrenme sürecini paylaşırken akran
öğretmenlerin bireysel gelişmelerine olası desteğini
belirlemektir.
Gereç ve Yöntem
Çalışma bir program geliştirme çalışmasıdır. Program
geliştirilirken Kern altı basamak yaklaşımı tercih
edilmiştir. Programın değerlendirilmesinde katılımcılardan
geribildirim formu ile elde edilen verileri ve
program öncesi ve sonrasındaki genel not ortalamaları
kullanılmıştır.
Bulgular
Çalışmamıza 86 öğrenci katılmış ve 54’ü geribildirim
vermiştir. Elde edilen verilere göre öğrencilerin programdan
memnun oldukları belirlenmiş ve genel not
ortalamalarında artış gözlenmiştir.
Sonuç
Bu sonuçlar ışığın fakültemizde yer alan mezuniyet
öncesi eğitim programının PAL destekli bir programla
geliştirilmesinin öğrencilerin sosyal ve akademik becerilerine
katkı sağlayabileceği kanaatindeyiz.
Anahtar Kelimeler
Etik Beyan
Çalışmamız “Helsinki Deklarasyonu”na göre sürdürülmüştür. Çalışmamız için Süleyman Demirel Üniversitesi Tıp Fakültesi Klinik Araştırmalar Etik Kurul Başkanlığından 27.10.2022 tarih ve 311 sayılı etik kurul kararı alınmıştır.
Destekleyen Kurum
Çalışmamız TUBİTAK 2209-A kapsamında desteklenmiştir.
Proje Numarası
1919B012113018
Teşekkür
Çalışmamız TUBİTAK 2209-A kapsamında desteklenmiştir. Çalışmamızı destekleyen TUBİTAK kurumuna ve çalışmamızda yer alan öğrencilerimize teşekkürlerimizi sunuyoruz.
Kaynakça
- 1. Tai J, Molloy E, Haines TP, Canny BJ. Same-Level Peer-Assisted Learning in Medical Clinical Placements: A Narrative Systematic Review. Med Educ. 2016 Apr;50(4):469-84. doi: 10.1111/ medu.12898.
- 2. Rees EL, Quinn P, Davies B, Fotheringham V. How Does Peer Teaching Compare to Faculty Teaching? A Systematic Review and Meta-Analysis. Med Teach. 2016 Aug;38(8):829-37. doi: 10.3109/0142159X.2015.1112888.
- 3. de Silva NL, Parththipan B, Rodrigo C, Constantine G, Fernando SD, Rajapakse S. Peer assisted learning among Sri Lankan medical undergraduates: a cross sectional study. BMC Res Notes. 2017;10:1–5.
- 4. Bene KL, Bergus G. When learners become teachers. Fam Med. 2014;46(10):783–7.
- 5. Weyrich P, C N, Schrauth M, Möltner A, Lammerding-Köppel M, Nikendei C. Peer-Assisted Versus Faculty Staff-Led Skills Laboratory Training: A Randomised Controlled Trial. Med Educ. 2009 Feb;43(2):113-20. doi: 10.1111/j.1365- 2923.2008.03252.x.
- 6. Huriyah S, Contessa E. Podcast With Peer Assisted Learning to Develop Efl Learners Listening Comprehension and Motivation. J Basis. 2020;7(2):363-373
- 7. Duran-Nelson A, Baum KD, Weber-Main AM, Menk J. Efficacy of Peer-Assisted Learning Across Residencies for Procedural Training in Dermatology. J Grad Med Educ. 2011;3(3):391-4. doi: 10.4300/JGME-D-10-00218.1
- 8. Roh H. Utilization and Effects of Peer‐Assisted Learning in Basic Medical Education. Korean Med Educ Rev. 2021;23(1):11-22
- 9. Hasnani H. Enhancing Students’ Reading Ability Through Peer- Assisted Learning Strategies (Pals). Lentera Pendidik J Ilmu Tarb Dan Kegur. 2020;23(2):260 Doi:10.24252/lp.2020v23n2i6.
- 10. Ledger A, Edwards L, Harding D, Hargreaves KM, Mistry S. Learning Ideals: Critical Reflections on a Near-Peer Initiative at Leeds. Mededpublish. 2017;6(3):43.
- 11. Burgess A, McGregor D, Mellis C. Medical Students as Peer Tutors: A Systematic Review. BMC Med Educ. 2014;14:115. doi: 10.1186/1472-6920-14-115.
- 12. Zhang Y, Maconochie M. A Meta-Analysis of Peer-Assisted Learning on Examination Performance in Clinical Knowledge and Skills Education. BMC Med Educ. 2022;22(1):147. doi: 10.1186/s12909-022-03183-3.
- 13. Yu T-C, Wilson N, Singh P, Lemanu DP, Hawken SJ, Hill A. Medical Students-as-Teachers: A Systematic Review of Peer-Assisted Teaching During Medical School. Adv Med Educ Pract. 2011;2:157-72. doi: 10.2147/AMEP.S14383.
- 14. Alkhail BA. Near-Peer-Assisted Learning (NPAL) in Undergraduate Medical Students and Their Perception of Having Medical Interns as Their Near Peer Teacher. Med Teach. 2015;37 Suppl 1:S33-9. doi: 10.3109/0142159X.2015.1006602.
- 15. Snapp C, Bassett C, Baldwin A, Hill JR, DeBusk R. Peer-Assisted Learning in Undergraduate Medical Education for Resilience and Well-Being. Med Sci Educ. 2022;33(1):5-6. doi: 10.1007/s40670-022-01702-x
- 16. Garvick S, Smith I, Carter J, Tannir Z El, Gentile A, Jones GP, et al. Impact of Peer-Assisted Learning on Ultrasound. J Physician Assist Educ. 2021;32(4):253-256. doi: 10.1097/ JPA.0000000000000392.
- 17. Field M, Burke J, McAllister D, Lloyd DM. Peer-Assisted Learning: A Novel Approach to Clinical Skills Learning for Medical Students. Med Educ. 2007; 41(4):411-8. doi: 10.1111/j.1365- 2929.2007.02713.x.
- 18. Thomas PA, Kern DE, Hughes MT, Chen BY. Curriculum development for medical education: a six-step approach. Baltimore, Maryland: John Hopkins University Press; 2015.
- 19. Goldschmid B, Goldschmid ML. Peer teaching in higher education: A review. High Educ. 1976;5(1):9–33.
- 20. Shihabuddin C, Karl J, Momeyer MA. Peer-Assisted Learning: A Teaching Strategy for Nurse Practitioner Students. Nurse Educ. 2022;47(4):252–3.
- 21. Cantu L, Thomas L. Baseline well-being, perceptions of critical incidents, and openness to debriefing in community hospital emergency department clinical staff before COVID-19, a cross-sectional study. BMC Emerg Med. 2020 Dec 1;20(1).
- 22. Thomas S, Mansfield S. Working outside the box: breaking down barriers with a Learning Development Peer Mentor scheme. J Learn Dev High Educ. 2022;(25).
- 23. Rahman NFA, Azmi MI. Breaking Bad News Workshop as Peer- Assisted Learning Project in Primary Care Clerkship. Educ Med J. 2016;8(1): 75–77
- 24. Ala O, Hongtao Y. On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University. Int J Inf Commun Technol Educ. 2021;18(1):1-14 Doi: 10.4018/IJICTE.287103
- 25. Ross M, Cameron H. Peer Assisted Learning: A Planning and Implementation Framework: AMEE Guide No. 30. Med Teach. 2007;29(6):527-45. doi: 10.1080/01421590701665886.
- 26. Meyer VM, Benjamens S, El Moumni M, Lange JFM, Pol RA. Global overview of response rates in patient and health care professional surveys in surgery: a systematic review. Ann Surg. 2022;275(1):e75.
- 27. Nayak M, Narayan KA. Strengths and weaknesses of online surveys. technology. 2019;6(7):0837–2405053138.
- 28. Wu M-J, Zhao K, Fils-Aime F. Response rates of online surveys in published research: A meta-analysis. Comput Hum Behav Reports. 2022;7:100206.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Tıp Eğitimi |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Proje Numarası | 1919B012113018 |
| Yayımlanma Tarihi | 30 Aralık 2023 |
| Gönderilme Tarihi | 16 Aralık 2023 |
| Kabul Tarihi | 29 Aralık 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 30 Sayı: 4 |
Süleyman Demirel Üniversitesi Tıp Fakültesi Dergisi/Medical Journal of Süleyman Demirel University is licensed under Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International.