Ledger Alison, Edwards Lydia, Harding Drew, Hargreaves Ken, Mistry Sonal
Leeds Institute of Medical Education.
Northwick Park Hospital.
MedEdPublish (2016). 2017 Sep 13;6:157. doi: 10.15694/mep.2017.000157. eCollection 2017.
This article was migrated. The article was marked as recommended. Previous definitions of peer-assisted learning portray the peer-teacher as a non-expert in teaching content and delivery. In this paper, we reflect on a near-peer initiative at our medical school which seems to depart from this definition. This initiative involves intercalating medical education students in the delivery of foundational sessions on professionalism for first year students for a full year, with individual supervision and support from an experienced teacher and extended medical education study. Reflections from a range of people involved are brought together to begin to understand the supportive features and challenges of near-peer teaching in our context and to identify areas for future research. These reflections highlight the potential for differences and contradictions in the ways that teachers and learners are understood within peer-assisted learning initiatives, and emphasize the need to consider the teaching context in peer-assisted learning scholarship.
本文已迁移。该文章被标记为推荐文章。以往对同伴辅助学习的定义将同伴教师描述为在教学内容和授课方面的非专家。在本文中，我们反思了我校的一项准同伴计划，该计划似乎与这一定义有所不同。该计划包括让医学教育插班生为一年级学生讲授一整年的职业素养基础课程，由一位经验丰富的教师进行个别指导和支持，并开展扩展医学教育研究。我们汇集了一系列相关人员的反思，以开始了解我校准同伴教学的支持性特点和挑战，并确定未来研究的领域。这些反思凸显了在同伴辅助学习计划中教师和学习者理解方式上存在差异和矛盾的可能性，并强调在同伴辅助学习学术研究中考虑教学背景的必要性。
