University College London Medical School, London, United Kingdom
University College London Medical School, London, United Kingdom.
Adv Physiol Educ. 2016 Sep;40(3):297-303. doi: 10.1152/advan.00017.2015.
In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United Kingdom medical school. Twenty tutorials were delivered by senior students throughout the year to first- and second-year students. A baseline questionnaire was delivered to inform the development of the program followed by an end-point questionnaire the next year (n = 122). Quizzes were administered before and after five separate tutorials to assess changes in mean student scores. Additionally, each tutorial was evaluated via a questionnaire for participants (n = 949). All five posttutorial quizzes showed a significant improvement in mean student score (P < 0.05). Questionnaires showed students found the program to be relevant and useful for revision purposes and appreciated how tutorials contextualized basic science to clinical medicine. Students appreciated the interactive nature of the sessions and found receiving personalized feedback about their learning and consolidating information with someone familiar with the material to be useful. With the inclusion of the program, students felt there were now an adequate number of tutorials during the year. In conclusion, this study shows that senior medical students can design and deliver a program that adds value to the mostly lecture-based formal preclinical curriculum. We hope that our study can prompt further work to explore the effect of PAL on the teaching of basic sciences during preclinical studies.
与临床培训中的同伴辅助学习 (PAL) 相比，关于 PAL 在基础医学科学教学中对临床前学生的效果的文献甚少。一组高年级医学生旨在为英国医学院的临床前课程的每一个模块之后设计并提供以临床为导向的小组辅导。在这一年中，高年级学生共为一年级和二年级学生提供了 20 次辅导。基线问卷用于为项目的发展提供信息，然后在第二年进行终点问卷（n = 122）。在五个独立的辅导之前和之后进行测验，以评估学生平均分数的变化。此外，通过问卷调查参与者（n = 949）评估每个辅导。所有五个辅导后的测验都显示学生的平均分数显著提高（P < 0.05）。问卷调查显示，学生认为该计划与复习目的相关且有用，并赞赏辅导将基础科学与临床医学联系起来的方式。学生们欣赏课程的互动性质，认为获得关于他们学习的个性化反馈并与熟悉材料的人一起巩固信息很有用。有了该计划的加入，学生们觉得现在一年中有足够数量的辅导。总之，这项研究表明，高年级医学生可以设计和提供一个为主要基于讲座的正式临床前课程增加价值的项目。我们希望我们的研究能够促使进一步探索 PAL 对临床前研究中基础科学教学的影响。
