Rudland Joy R, Rennie Sarah C
Faculty of Medicine, Faculty Education Unit, University of Otago, Dunedin, Otago, NewZealand.
Educ Health (Abingdon). 2014 Jan-Apr;27(1):4-9. doi: 10.4103/1357-6283.134290.
Peer tutoring is a well-researched and established method of learning defined as 'a medical student facilitating the learning of another medical student'. While it has been adopted in many medical schools, other schools may be reluctant to embrace this approach. The attitude of the teaching staff, responsible for organizing and or teaching students in an undergraduate medical course to formal peer teaching will affect how it is introduced and operationalized. This study elicits faculty opinions on how best to introduce peer tutoring for medical students.
Structured telephone interviews were recorded, transcribed and analyzed using thematic analysis. The interviews were with medically qualified staff responsible for organizing or teaching undergraduate medical students at a New Zealand medical school. Six questions were posed regarding perceived advantages and disadvantages of peer tutoring and how the school and staff could support a peer-tutoring scheme if one was introduced.
Staff generally supported the peer tutoring concept, offering a safe environment for learning with its teachers being so close in career stage to the learners. They also say disadvantages when the student-teachers imparted wrong information and when schools used peer tutoring to justify a reduction in teaching staff. Subjects felt that faculty would be more accepting of peer tutoring if efforts were made to build staff 'buy in' and empowerment, train peer tutors and introduce a solid evaluation process.
Staff of our school expressed some concerns about peer tutoring that are not supported in the literature, signaling a need for better communication about the benefits and disadvantages of peer tutoring.
同伴辅导是一种经过充分研究且已确立的学习方法，被定义为“一名医学生促进另一名医学生的学习”。虽然许多医学院校都采用了这种方法，但其他学校可能不愿采用。负责在本科医学课程中组织和/或教授学生进行正式同伴教学的教师态度，将影响其引入和实施方式。本研究旨在了解教师对于如何最好地为医学生引入同伴辅导的看法。
采用主题分析法对结构化电话访谈进行录音、转录和分析。访谈对象是新西兰一所医学院负责组织或教授本科医学生的医学专业人员。就同伴辅导的感知优势和劣势以及如果引入同伴辅导计划学校和教师如何提供支持提出了六个问题。
教师普遍支持同伴辅导的理念，认为它为学习提供了一个安全的环境，因为教师与学习者在职业阶段非常接近。他们也指出了一些劣势，比如学生教师传授错误信息，以及学校利用同伴辅导来为减少教师数量找借口。受访者认为，如果努力让教师“接受并参与”并赋予其权力、培训同伴辅导员并引入可靠的评估过程，教师会更接受同伴辅导。
我们学校的教师对同伴辅导表达了一些文献中未提及的担忧，这表明需要就同伴辅导的利弊进行更好的沟通。
