Peer-assisted learning - Beyond teaching: How can medical students contribute to the undergraduate curriculum?

• Published in: Medical teacher Vol. 36; no. 9; pp. 812 - 817
• Main Authors: Furmedge, Daniel S., Iwata, Kazuya, Gill, Deborah
• Format: Journal Article
• Language: English
• Published: England Informa UK Ltd 01.09.2014; Taylor & Francis; Taylor & Francis Ltd
• Subjects: Case Studies; College students; Curriculum; Education, Medical, Undergraduate - methods; Humans; Learner Engagement; Learning; Medical schools; Medical Students; Medicine; Mentors; Peer Group; Peers; Student Empowerment; Student Satisfaction; Students, Medical; Teaching - methods; Undergraduate Study
• ISSN: 0142-159X; 1466-187X
• DOI: 10.3109/0142159X.2014.917158

Abstract Introduction: Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented. Case studies: Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices. Discussion: These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain. Conclusions: Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted "teaching". In particular, they are in a prime position to develop resources and conduct research and evaluation within the program. Their participation in all stages enables them to feel involved in course development and education of their peers and ultimately leads to an increase in student satisfaction.