Alvarez Simone, Dethleffsen Kathrin, Esper Tobias, Horneffer Astrid, Reschke Kirsten, Schultz Jobst-Hendrik
Clinic for General Internal Medicine and Psychosomatics, University Clinic Heidelberg, Heidelberg, Germany.
LMU Co.Med, Medical Faculty, LMU Munich, Germany.
Z Evid Fortbild Qual Gesundhwes. 2017 Oct;126:77-83. doi: 10.1016/j.zefq.2017.09.009.
An increased popularity of peer-assisted learning in medical schools all over the globe has caused a growing interest in taking a closer look into how student tutors are trained to handle the task. This article provides an overview of the tutor training strategies at five medical faculties in Germany.
Nine German medical faculties with an evident tutor training strategy were contacted by phone or e-mail. Ultimately, five of the nine contacted faculties responded and provided a detailed overview of their individual tutor training.
In many cases, tutors receive a mandatory didactic training in preparation of the tutorials and also an additional technical or specialized training. Frequently, tutor training is provided within the framework of an organized, faculty-based tutor training program. There is a trend towards a needs-adapted training strategy.
There is a broad variety of peer teaching and tutor training strategies at the various faculties surveyed. Their individual characteristics are determined by factors such as the nature of tutorials and the number of students.
同伴辅助学习在全球医学院校越来越受欢迎，这引发了人们对深入了解学生导师如何接受任务培训的兴趣日益浓厚。本文概述了德国五所医学院的导师培训策略。
通过电话或电子邮件联系了九所具有明确导师培训策略的德国医学院。最终，九所被联系的医学院中有五所做出了回应，并提供了各自导师培训的详细概述。
在许多情况下，导师在准备辅导课程时会接受强制性的教学培训，还会接受额外的技术或专业培训。导师培训通常在有组织的、基于学院的导师培训计划框架内进行。有一种向需求适应型培训策略发展的趋势。
在所调查的各个学院中，同伴教学和导师培训策略多种多样。它们的各自特点由辅导课程的性质和学生数量等因素决定。
