Clinic for General Internal Medicine and Psychosomatics, University Hospital Heidelberg, Im Neuenheimer Feld 410, 69120, Heidelberg, Germany.
Department of General Practice and Health Services Research, University Hospital Heidelberg, Im Neuenheimer Feld 130.3, 69120, Heidelberg, Germany.
BMC Med Educ. 2019 Apr 2;19(1):95. doi: 10.1186/s12909-019-1521-2.
Structured peer-led tutorial courses are widespread and indispensable teaching methods that relieve teaching staff and contribute to the development of students' competencies. Nevertheless, despite high general stress levels in medical students and associated increases in psychopathology, specific knowledge of peer tutors' additional burdens is very limited.
Sixty student near-peer tutors from two structured peer-teaching programmes volunteered to participate. On multiple occasions in three different course sessions, we assessed tutors' subjective stress, affective state, heart rate variability, and salivary cortisol. Additionally, tutors named everyday and course-specific stressors, which were evaluated by means of content analyses.
The study participation rate was high (63% of all active tutors). The participating tutors are socially well adapted and resilient individuals. They report a variety of stressors such as time pressure, participant characteristics, teacher role demands, and study requirements, but nevertheless display only moderate psychological and physiological stress that decreases over sessions. Tutors' negative affect in sessions is low; their positive affect is consistently high for senior as well as novice tutors. Tutors rate their courses' quality as high and quickly recover after sessions.
Tutors successfully cope with teaching-associated and everyday life demands. The results corroborate the viability and success of current peer-teaching programmes from the tutors' perspective. This study is the first to comprehensively quantify tutors' stress and describe frequent stressors, thus contributing to the development of better peer teaching programmes and tutor qualification training.
结构化的朋辈导师教程是广泛且不可或缺的教学方法，可以减轻教学人员的负担，并有助于学生能力的发展。然而，尽管医学生普遍压力较大，相关精神病理学也有所增加，但对于朋辈导师额外负担的具体知识却非常有限。
来自两个结构化朋辈教学项目的 60 名学生朋辈导师自愿参与。在三个不同课程的多次课程中，我们评估了导师的主观压力、情感状态、心率变异性和唾液皮质醇。此外，导师还列出了日常和课程特定的压力源，并通过内容分析进行评估。
研究参与率很高（所有活跃导师的 63%）。参与的导师是社交适应能力强且有韧性的个体。他们报告了各种压力源，如时间压力、参与者特征、教师角色要求和学习要求，但他们只表现出适度的心理和生理压力，且这种压力会随着课程的进行而减轻。导师在课程中的负面情绪较低；他们的积极情绪对于资深导师和新手导师来说都一直很高。导师对课程质量评价很高，且在课程结束后能迅速恢复。
导师成功应对了教学相关和日常生活的需求。这些结果从导师的角度证实了当前朋辈教学项目的可行性和成功性。这项研究首次全面量化了导师的压力，并描述了常见的压力源，从而为更好的朋辈教学项目和导师资格培训的发展做出了贡献。
