Med Educ Online. 2013 Aug 22;18:21065. doi: 10.3402/meo.v18i0.21065.
Standard medical curricula in the United Kingdom (UK) typically provide basic surgical-skills teaching before medical students are introduced into the clinical environment. However, these sessions are often led by clinical teaching fellows and/or consultants. Depending on the roles undertaken (e.g., session organizers, peer tutors), a peer-assisted learning (PAL) approach may afford many benefits to teaching surgical skills. At the University of Keele's School of Medicine, informal PAL is used by the Surgical Society to teach basic surgical skills to pre-clinical students. As medical students who assumed different roles within this peer-assisted model, we present our experiences and discuss the possible implications of incorporating such sessions into UK medical curricula. Our anecdotal evidence suggests that a combination of PAL sessions--used as an adjunct to faculty-led sessions--may provide optimal learning opportunities in delivering a basic surgical skills session for pre-clinical students.
英国（UK）的标准医学课程通常在医学生进入临床环境之前提供基本的外科技能教学。然而，这些课程通常由临床教学研究员和/或顾问主导。根据所承担的角色（例如，课程组织者、同伴导师），同伴辅助学习（PAL）方法可能会为教授外科技能带来许多好处。在基尔大学医学院，外科学会利用非正式的 PAL 向临床前学生教授基本的外科技能。作为在这种同伴辅助模式中担任不同角色的医学生，我们介绍了我们的经验，并讨论了将此类课程纳入英国医学课程的可能影响。我们的轶事证据表明，PAL 课程的组合——用作教师主导课程的辅助手段——可能为临床前学生提供基本外科技能课程的最佳学习机会。
