Peer-assisted learning: undergraduate medical students’ perception and satisfaction

Peer-assisted learning: undergraduate medical students’ perception and satisfaction

Abstract 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.

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Main Authors: Amer,Mona G., Althaqafi,Raad M. M., Assiri,Sara A., Alsufyani,Atheer, Alrubaei,Faisal S., Mohamed,Nader M.
Format: Digital revista
Language:English
Published: Instituto Politécnico de Viseu (IPV) 2021
Online Access:http://scielo.pt/scielo.php?script=sci_arttext&pid=S0873-30152021000300011
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spelling oai:scielo:S0873-301520210003000112022-01-25Peer-assisted learning: undergraduate medical students’ perception and satisfactionAmer,Mona G.Althaqafi,Raad M. M.Assiri,Sara A.Alsufyani,AtheerAlrubaei,Faisal S.Mohamed,Nader M. peer-assisted learning medical education professional development student teaching Abstract 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.info:eu-repo/semantics/openAccessInstituto Politécnico de Viseu (IPV)Millenium - Journal of Education, Technologies, and Health n.16 20212021-10-01info:eu-repo/semantics/articletext/htmlhttp://scielo.pt/scielo.php?script=sci_arttext&pid=S0873-30152021000300011en10.29352/mill0216.2398
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country Portugal
countrycode PT
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libraryname SciELO
language English
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author Amer,Mona G.
Althaqafi,Raad M. M.
Assiri,Sara A.
Alsufyani,Atheer
Alrubaei,Faisal S.
Mohamed,Nader M.
spellingShingle Amer,Mona G.
Althaqafi,Raad M. M.
Assiri,Sara A.
Alsufyani,Atheer
Alrubaei,Faisal S.
Mohamed,Nader M.
Peer-assisted learning: undergraduate medical students’ perception and satisfaction
author_facet Amer,Mona G.
Althaqafi,Raad M. M.
Assiri,Sara A.
Alsufyani,Atheer
Alrubaei,Faisal S.
Mohamed,Nader M.
author_sort Amer,Mona G.
title Peer-assisted learning: undergraduate medical students’ perception and satisfaction
title_short Peer-assisted learning: undergraduate medical students’ perception and satisfaction
title_full Peer-assisted learning: undergraduate medical students’ perception and satisfaction
title_fullStr Peer-assisted learning: undergraduate medical students’ perception and satisfaction
title_full_unstemmed Peer-assisted learning: undergraduate medical students’ perception and satisfaction
title_sort peer-assisted learning: undergraduate medical students’ perception and satisfaction
description Abstract 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.
publisher Instituto Politécnico de Viseu (IPV)
publishDate 2021
url http://scielo.pt/scielo.php?script=sci_arttext&pid=S0873-30152021000300011
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AT alrubaeifaisals peerassistedlearningundergraduatemedicalstudentsperceptionandsatisfaction
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