Peer Tutoring in Preclinical Medical Education: A Review of the Literature

被引：24

作者：

Shenoy, Adele ^{[1
]}

Petersen, Kristina H. ^{[2
]}

机构：

[1] New York Med Coll, Sch Med, Dept Undergrad Med Educ, 40 Sunshine Cottage Rd, Valhalla, NY 10595 USA

[2] New York Med Coll, Dept Biochem & Mol Biol, 40 Sunshine Cottage Rd, Valhalla, NY 10595 USA

来源：

MEDICAL SCIENCE EDUCATOR | 2020年 / 30卷 / 01期

关键词：

Peer-assisted learning; Near-peer tutoring; Reciprocal-peer tutoring; Peer-to-peer tutoring; STUDENTS TEACHING STUDENTS; NEAR-PEER; SUPPLEMENTAL INSTRUCTION; ACADEMIC-PERFORMANCE; ANATOMY TEACHERS; BASIC SCIENCES; FAILURE RATES; SCHOOL; OUTCOMES; PERCEPTIONS;

D O I：

10.1007/s40670-019-00895-y

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Peer-assisted learning (PAL) is an educational method where students teach their peers. PAL has been increasingly integrated into medical education in various formats including near-peer tutoring (NPT), reciprocal-peer tutoring (RPT), and peer-to-peer tutoring. This review adds to current literature by focusing exclusively on outcomes from PAL peer tutoring programs implemented in conjunction with basic science courses in medical education. Although the programs differ in size, duration, course, resource availability, and method of evaluation and thus can be difficult to compare, PAL programs overall demonstrate benefits for both tutors and tutees and merit further investigation into optimal methods of implementation.

引用

页码：537 / 544

页数：8

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