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Near-peer teaching in problem-based learning: Perspectives from tutors and tutees.

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اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Zheng B;Zheng B; Wang Z; Wang Z
  • المصدر:
    PloS one [PLoS One] 2022 Dec 14; Vol. 17 (12), pp. e0278256. Date of Electronic Publication: 2022 Dec 14 (Print Publication: 2022).
  • نوع النشر :
    Journal Article; Research Support, Non-U.S. Gov't
  • اللغة:
    English
  • معلومة اضافية
    • المصدر:
      Publisher: Public Library of Science Country of Publication: United States NLM ID: 101285081 Publication Model: eCollection Cited Medium: Internet ISSN: 1932-6203 (Electronic) Linking ISSN: 19326203 NLM ISO Abbreviation: PLoS One Subsets: MEDLINE
    • بيانات النشر:
      Original Publication: San Francisco, CA : Public Library of Science
    • الموضوع:
      Students, Medical*/psychology ; Education, Medical, Undergraduate*/methods; Humans ; Problem-Based Learning ; Curriculum ; Peer Group ; Teaching
    • نبذة مختصرة :
      Introduction: This study explores how tutors and tutees perceived their teaching and learning experience in a near-peer teaching programme within a formal undergraduate medical-education curriculum.
      Methods: This mixed-methods study was conducted in an Asian medical school. First, a survey was administered to two groups of students, one that had been tutored by near-peers, and another with faculty tutors. Then, the near-peer tutors were interviewed and wrote reflection essays that the researchers collected. Quantitative analysis was used to analyse the survey responses, and qualitative analysis to analyse the interview and reflection data.
      Results: Our study found no difference between near-peer tutees' and faculty tutees' perceptions of either tutor facilitation or tutor behaviours. Also, when near-peer tutors explained how their experience of delivering tutoring had influenced their professional-identity formation, they highlighted that they had gained skills important to their future careers as medical educators.
      Conclusion: Integrating near-peer teaching into undergraduate medical curricula could be beneficial to both tutors and tutees because of the social, cognitive, and professional congruence between these two groups, and due to its likely positive influence on their professional-identity formation.
      Competing Interests: The authors have declared that no competing interests exist.
      (Copyright: © 2022 Zheng, Wang. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
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    • Molecular Sequence:
      figshare 10.6084/m9.figshare.21639749.v1
    • الموضوع:
      Date Created: 20221214 Date Completed: 20221216 Latest Revision: 20230110
    • الموضوع:
      20240829
    • الرقم المعرف:
      PMC9749983
    • الرقم المعرف:
      10.1371/journal.pone.0278256
    • الرقم المعرف:
      36516151