Peer-assisted learning

Introduction: Peer-assisted learning (PAL) is a teaching method that develops new knowledge and skills through active learning support from peers. Objectives: To assess the impact of PAL in medical education, by collecting quantitative data that explore its effectiveness. To evaluate students’ per...

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Autores principales:	Mona G. Amer, Raad M. M. Althaqafi, Sara A., Atheer Alsufyani, Faisal S. Alrubaei, Nader M. Mohamed
Formato:	article
Lenguaje:	EN PT
Publicado:	Instituto Politécnico de Viseu 2021
Materias:	peer-assisted learning medical education professional development student teaching Special aspects of education LC8-6691 Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/574adc70e6814438854039a2b09d3cf2
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spelling	oai:doaj.org-article:574adc70e6814438854039a2b09d3cf22021-12-02T19:19:55ZPeer-assisted learning0873-30151647-662X10.29352/mill0216.23989https://doaj.org/article/574adc70e6814438854039a2b09d3cf22021-09-01T00:00:00Zhttps://revistas.rcaap.pt/millenium/article/view/23989https://doaj.org/toc/0873-3015https://doaj.org/toc/1647-662XIntroduction: Peer-assisted learning (PAL) is a teaching method that develops new knowledge and skills through active learning support from peers. Objectives: To assess the impact of PAL in medical education, by collecting quantitative data that explore its effectiveness. To evaluate students’ perception of and satisfaction with PAL. Methods: A 5-point Likert scale survey was developed for students participating in the PAL program either as tutors or learners. Data were compared and statistically analyzed according to gender, GPA, and year of study. Moreover, follow up of peer tutors and peer learner’s achievement was done through comparing their grades with those that not shared in PAL and with their GPA of previous year. Results: Statistical analysis of questionnaire data revealed that medical students regarded voluntary peer-teaching similarly to faculty teaching and have a generally positive perception of PAL. Most of the respondents reported that they benefited both professionally and personally from PAL activities. They recommended expanding the role of PAL and officially incorporating PAL sessions into the curriculum. Students’ achievement was significantly increased for those who acted as peer learners and peer tutors. Conclusions: Using PAL in conjunction with other teaching and learning methods provides additional value by fostering cooperation and social interaction among medical students and further prepares them for their future role as medical science educators. Additional research into the impact of PAL on academic achievement, both short- and long-term learning outcomes, in medical programs is warranted.Mona G. AmerRaad M. M. AlthaqafiSara A.Atheer AlsufyaniFaisal S. AlrubaeiNader M. MohamedInstituto Politécnico de Viseuarticlepeer-assisted learningmedical educationprofessional developmentstudent teaching Special aspects of educationLC8-6691Public aspects of medicineRA1-1270ENPTMillenium, Iss 16, Pp 11-22 (2021)
institution	DOAJ
collection	DOAJ
language	EN PT
topic	peer-assisted learning medical education professional development student teaching Special aspects of education LC8-6691 Public aspects of medicine RA1-1270
spellingShingle	peer-assisted learning medical education professional development student teaching Special aspects of education LC8-6691 Public aspects of medicine RA1-1270 Mona G. Amer Raad M. M. Althaqafi Sara A. Atheer Alsufyani Faisal S. Alrubaei Nader M. Mohamed Peer-assisted learning
description	Introduction: Peer-assisted learning (PAL) is a teaching method that develops new knowledge and skills through active learning support from peers. Objectives: To assess the impact of PAL in medical education, by collecting quantitative data that explore its effectiveness. To evaluate students’ perception of and satisfaction with PAL. Methods: A 5-point Likert scale survey was developed for students participating in the PAL program either as tutors or learners. Data were compared and statistically analyzed according to gender, GPA, and year of study. Moreover, follow up of peer tutors and peer learner’s achievement was done through comparing their grades with those that not shared in PAL and with their GPA of previous year. Results: Statistical analysis of questionnaire data revealed that medical students regarded voluntary peer-teaching similarly to faculty teaching and have a generally positive perception of PAL. Most of the respondents reported that they benefited both professionally and personally from PAL activities. They recommended expanding the role of PAL and officially incorporating PAL sessions into the curriculum. Students’ achievement was significantly increased for those who acted as peer learners and peer tutors. Conclusions: Using PAL in conjunction with other teaching and learning methods provides additional value by fostering cooperation and social interaction among medical students and further prepares them for their future role as medical science educators. Additional research into the impact of PAL on academic achievement, both short- and long-term learning outcomes, in medical programs is warranted.
format	article
author	Mona G. Amer Raad M. M. Althaqafi Sara A. Atheer Alsufyani Faisal S. Alrubaei Nader M. Mohamed
author_facet	Mona G. Amer Raad M. M. Althaqafi Sara A. Atheer Alsufyani Faisal S. Alrubaei Nader M. Mohamed
author_sort	Mona G. Amer
title	Peer-assisted learning
title_short	Peer-assisted learning
title_full	Peer-assisted learning
title_fullStr	Peer-assisted learning
title_full_unstemmed	Peer-assisted learning
title_sort	peer-assisted learning
publisher	Instituto Politécnico de Viseu
publishDate	2021
url	https://doaj.org/article/574adc70e6814438854039a2b09d3cf2
work_keys_str_mv	AT monagamer peerassistedlearning AT raadmmalthaqafi peerassistedlearning AT saraa peerassistedlearning AT atheeralsufyani peerassistedlearning AT faisalsalrubaei peerassistedlearning AT nadermmohamed peerassistedlearning
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Peer-assisted learning

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