Abstract
Aim:
Peer-assisted learning is a type of collaborative learning defined as the acquisition of knowledge and skills through teach and support among similar status companions. Best method of acquisition of a new knowledge is to teach and translate to the others. Peer-assisted learning provides cognitive, behavioral and social benefits to peers and learners.
In our Faculty, a practice where interns took training responsibilty in professional skills program of preclinical year students has been initiated. This practice provided an opportunity of educational experience and enhancement of skills for the interns who participated in professional skills training in previous years. The aim of this paper is to introduce the experience of peer assisted learning practice which has been carried out during 2021-2022 academic year.
References
- Referans1 Ross MT, Cameron HS. Peer assisted learning: a planning and implementation framework: AMEE Guide no.30. Medical Teacher 2007;29:527-545.
- Referans2 Gazula S, Mc Kenna L, Cooper S, Paliadelis P. A systematic review of reciprocal peer tutoring within tertiary health profession educational programs. Health Professions Education 2017;3: 64-78.
- Referans3 Şancı Y, Kelleci Ö. Hemşirelik bölümü öğrencilerinin akran eğitimi hakkındaki görüşleri: Bir vakıf üniversitesi örneği. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi 2019; 1(2): 104-111.
- Referans4 Silbert BI, Lake FR. Peer-assisted learning in teaching clinical examination to junior medical students. Medical Teacher 2012;34:392-397.
- Referans5 Wadoodi A, Crosby JY. Twelve tips for peer-assisted learning. A classic concept revisited. Medical Teacher 2002; 24 (3): 241-244.
- Referans6 Hayat F. The use of peer-assisted learning in medical education. Medical Teacher 2012; 34 (3): 258.
- Referans7 Furmedge DS, Iwata K, Gill D. Peer-assisted learning- beyond teaching: How can medical students contribute to the undergraduate curriculum. Medical Teacher 2014; 36: 812-817.
- Referans8 Alkhail BA. Near-peer-assisted learning (NPAL) in undergraduate medical students and their perception of having medical interns as their near peer teacher. Medical Teacher 2015; 37:33-39.
- Referans9 Field M, Burke JM, Mc Allister D, Lloyd DM. Peer-assisted learning: a novel approach to clinical skills learning for medical students. Medical Education 2007; 41: 411-418.
- Referans10 Preece R. Peer-assisted learning for clinical anatomy. Medical Teacher 2015; 37: 300-301.
- Referans11 Guraya SY, Abdalla ME. Determining the effectiveness of peer-assisted learning in medical education: A systematic review and meta-analysis. Journal of Taibah University Medical Sciences 2020; 15(3): 177-184.
- Referans12 Brierley C, Ellis L, Reid ER. Peer-assisted learning in medical education: A systematic review and meta-analysis. Medical Education. 2021; 1(9) DOI: 10.1111/MEDU.14672
- Referans13 Burke J, Fayaz S, Graham K, Matthew R, Field M. Peer-assisted learning in the acquisition of clinical skills: a supplementary approach to musculoskeletal system training. Medical Teacher 2007; 29: 577-582.
- Referans14 Shah I, Mahboob U, Shah S. Effectiveness of horizontal peer-assisted leaning in physical examination performance. Journal of Ayub Medical College, Abbottabad 2017; 29 (4): 559-56.
- Referans15 Musal B. Dokuz Eylül Üniversitesi Akran Danışmanlığı Programı: İki Yıllık Deneyim. Tıp Eğitimi Dünyası 2018; 3: 14-21.
- Referans16 Seifert LB, Schaack D, Jennewein L, Steffen B, Schulze J, Gerlach F et al. Peer-assisted learning in a student-run free clinic project increases clinical competence. Medical Teacher 2016; 38: 515-522.
- Referans17 Zhang Y, Maconochie M. A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education. BMC Medical Education 2022; 22:147. https://doi.org/10.1186/s12909-022-03183-3
Abstract
Amaç:
Akran destekli öğrenme, benzer sosyal gruplardaki kişilerin birbirlerine öğrenme konusunda yardım ettikleri, kendilerinin de öğretirken bilgi ve beceri kazandıkları işbirlikli bir eğitimdir.
Yeni bir bilgiyi edinmenin en ideal yönteminin o bilgiyi öğretme ve aktarma olduğu bilinmektedir. Akran destekli öğrenme, destek sağlayan kişilere ve akranlarına bilişsel, davranışsal ve sosyal katkılar sağlamaktadır.
Fakültemizde, intörnlerin klinik öncesi sınıftaki öğrencilerin mesleksel beceri eğitiminde görev aldıkları bir uygulama başlatılmıştır. Bu uygulamayla, önceki yıllarda mesleksel beceri eğitimi alan intörnlere uygulamaları pekiştirme ve eğiticilik deneyimi kazanma fırsatı da sağlanmıştır. Bu makalede, 2021-2022 akademik yılında Fakültemizde uygulanan akran destekli eğitim deneyiminin paylaşılması amaçlanmıştır.
References
- Referans1 Ross MT, Cameron HS. Peer assisted learning: a planning and implementation framework: AMEE Guide no.30. Medical Teacher 2007;29:527-545.
- Referans2 Gazula S, Mc Kenna L, Cooper S, Paliadelis P. A systematic review of reciprocal peer tutoring within tertiary health profession educational programs. Health Professions Education 2017;3: 64-78.
- Referans3 Şancı Y, Kelleci Ö. Hemşirelik bölümü öğrencilerinin akran eğitimi hakkındaki görüşleri: Bir vakıf üniversitesi örneği. Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi 2019; 1(2): 104-111.
- Referans4 Silbert BI, Lake FR. Peer-assisted learning in teaching clinical examination to junior medical students. Medical Teacher 2012;34:392-397.
- Referans5 Wadoodi A, Crosby JY. Twelve tips for peer-assisted learning. A classic concept revisited. Medical Teacher 2002; 24 (3): 241-244.
- Referans6 Hayat F. The use of peer-assisted learning in medical education. Medical Teacher 2012; 34 (3): 258.
- Referans7 Furmedge DS, Iwata K, Gill D. Peer-assisted learning- beyond teaching: How can medical students contribute to the undergraduate curriculum. Medical Teacher 2014; 36: 812-817.
- Referans8 Alkhail BA. Near-peer-assisted learning (NPAL) in undergraduate medical students and their perception of having medical interns as their near peer teacher. Medical Teacher 2015; 37:33-39.
- Referans9 Field M, Burke JM, Mc Allister D, Lloyd DM. Peer-assisted learning: a novel approach to clinical skills learning for medical students. Medical Education 2007; 41: 411-418.
- Referans10 Preece R. Peer-assisted learning for clinical anatomy. Medical Teacher 2015; 37: 300-301.
- Referans11 Guraya SY, Abdalla ME. Determining the effectiveness of peer-assisted learning in medical education: A systematic review and meta-analysis. Journal of Taibah University Medical Sciences 2020; 15(3): 177-184.
- Referans12 Brierley C, Ellis L, Reid ER. Peer-assisted learning in medical education: A systematic review and meta-analysis. Medical Education. 2021; 1(9) DOI: 10.1111/MEDU.14672
- Referans13 Burke J, Fayaz S, Graham K, Matthew R, Field M. Peer-assisted learning in the acquisition of clinical skills: a supplementary approach to musculoskeletal system training. Medical Teacher 2007; 29: 577-582.
- Referans14 Shah I, Mahboob U, Shah S. Effectiveness of horizontal peer-assisted leaning in physical examination performance. Journal of Ayub Medical College, Abbottabad 2017; 29 (4): 559-56.
- Referans15 Musal B. Dokuz Eylül Üniversitesi Akran Danışmanlığı Programı: İki Yıllık Deneyim. Tıp Eğitimi Dünyası 2018; 3: 14-21.
- Referans16 Seifert LB, Schaack D, Jennewein L, Steffen B, Schulze J, Gerlach F et al. Peer-assisted learning in a student-run free clinic project increases clinical competence. Medical Teacher 2016; 38: 515-522.
- Referans17 Zhang Y, Maconochie M. A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education. BMC Medical Education 2022; 22:147. https://doi.org/10.1186/s12909-022-03183-3
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Clinical Sciences |
| Journal Section | Research Articles |
| Authors | |
| Publication Date | April 3, 2023 |
| Submission Date | November 14, 2022 |
| Published in Issue | Year 2023 Volume: 37 Issue: 1 |
