Burgess Annette, van Diggele Christie, Roberts Chris, Mellis Craig
The University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, Edward Ford Building A27, The University of Sydney, Sydney, NSW, 2006, Australia.
The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia.
BMC Med Educ. 2020 Dec 3;20(Suppl 2):453. doi: 10.1186/s12909-020-02289-w.
Peer Assisted Learning (PAL) is well accepted as an educational method within health professional education, involving a process of socialisation among students. PAL activities provide a framework whereby students are permitted to practice and develop their healthcare and teaching skills. However, the success of PAL activities is dependent upon two key factors: the "agency" of the individual students, that is, their willingness to participate; and importantly, the "affordance" of the activity, that is, the invitational quality provided by the clinical school. The purpose of this paper is to assist healthcare educators and administrators responsible for curriculum design, course co-ordination, and educational research, in developing their own PAL activities. Health professional students and junior health professionals leading or participating in PAL activities may also find the paper useful. Based on the authors' collective experience, and relevant literature, we provide practical tips for the design, implementation and evaluation of PAL activities.
同伴辅助学习（PAL）在卫生专业教育中作为一种教育方法已被广泛接受，它涉及学生之间的社会化过程。PAL活动提供了一个框架，使学生能够练习和发展他们的医疗保健和教学技能。然而，PAL活动的成功取决于两个关键因素：个体学生的“能动性”，即他们参与的意愿；以及重要的是，活动的“可供性”，即临床学校提供的吸引力。本文的目的是帮助负责课程设计、课程协调和教育研究的卫生保健教育工作者和管理人员开展他们自己的PAL活动。领导或参与PAL活动的卫生专业学生和初级卫生专业人员可能也会发现本文有用。基于作者的集体经验和相关文献，我们为PAL活动的设计、实施和评估提供实用建议。
