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Peer‐assisted learning from three perspectives: student, tutor and co‐ordinator
Author(s) -
Hill Elspeth,
Liuzzi Francesca,
Giles James
Publication year - 2010
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/j.1743-498x.2010.00399.x
Subject(s) - tutor , curriculum , medical education , peer tutor , scheme (mathematics) , peer group , psychology , medical school , pedagogy , medicine , social psychology , mathematical analysis , mathematics
Summary Background: Peer‐assisted learning (PAL) involves medical students teaching other medical students. Although the concept is not new, formal PAL is a relatively new development in medical education. Context: PAL Manchester is a peer‐assisted learning scheme that has run for over 6 years at Salford Royal NHS Foundation Trust. It is a student‐led scheme that teaches clinical skills to medical students in years 3–5 of the Manchester curriculum. The scheme comprises small group sessions of 12 students and two peer tutors. Innovation: Here, we present the experiences of PAL Manchester from three perspectives: student (Francesca Liuzzi), peer tutor (Elspeth Hill) and student co‐ordinator (James Giles). These accounts illustrate the roles within PAL Manchester and the personal benefits that may be derived from such a scheme. Implications: Different roles for medical students can be developed within a PAL scheme, presenting different challenges and benefits to participants.