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Implementing peer tutoring in a graduate medical education programme
Rossana Salerno-Kennedy1, Pat Henn, Siun O'Flynn
1School of Medicine, University College Cork, Cork, Ireland. r.kennedy@ucc.ie
The Clinical Teacher
|December 8, 2010
Summary
Peer tutoring in medical education enhances clinical skills training. Senior tutors felt well-prepared, indicating a positive overall experience in the Graduate Entry in Medicine Programme peer-tutoring initiative.
Area of Science:
- Medical Education
- Health Professions Education
- Clinical Skills Training
Background:
- Peer tutoring has been utilized in healthcare education for over three decades.
- This study details the implementation of peer tutoring within a Clinical Skills Laboratory (CSL) for the Graduate Entry in Medicine (GEM) Programme at University College Cork.
Purpose of the Study:
- To evaluate the effectiveness and student perceptions of a peer-tutoring program for clinical skills training.
- To assess the preparedness of senior tutors for their teaching roles.
Main Methods:
- Recruited 18 fourth-year medical students as peer tutors for physical examination CSL sessions.
- Developed a two-stage standardized training course for peer tutors.
- Peer tutors conducted sessions with junior students, supervised by medical educators, followed by feedback collection.
Main Results:
- Feedback forms were completed by 24/42 GEM students and 6/7 Senior Tutors (STs).
- Both tutors and students reported a mix of positive and negative experiences, with positive experiences being more prevalent.
- A majority of STs felt adequately prepared by teaching staff for their tutoring responsibilities.
Conclusions:
- The peer-tutoring program in the CSL yielded an overall positive experience.
- Senior tutors reported feeling well-prepared by the teaching staff for their roles in the CSL sessions.
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