Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Blind Procedures02:07

Blind Procedures

Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which child was...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Researching feedback in clinical education: What might the problems be represented to be?

Medical education·2026
Same author

Barriers Before Entry: Opportunities for Improving Pre-Admission Guidance for Disabled Medical School Applicants in Australia and New Zealand.

Teaching and learning in medicine·2025
Same author

A critical review of psychological safety in clinical learning environments.

Medical teacher·2025
Same author

Pick me, pick me: Proposed indicators for collaboration in medical education research.

Medical education·2025
Same author

Inclusive assessment in health professions education: Balancing global goals and local contexts.

Medical education·2024
Same author

Designing near-peer mentoring for work integrated learning outcomes: a systematic review.

BMC medical education·2024
Same journal

Determinants of authentic responses to medical student wellbeing surveys: An interpretive description study.

Medical teacher·2026
Same journal

Response to: "Turning struggles into strengths: A qualitative exploration of academic difficulty in medical school".

Medical teacher·2026
Same journal

Self-regulated learning and academic success in health professions students: A systematic review.

Medical teacher·2026
Same journal

A response to: 'the hallucination of learning with generative artificial intelligence'.

Medical teacher·2026
Same journal

Beyond "student-led": Toward an entrustment framework for faculty involvement in student-led OSCEs.

Medical teacher·2026
Same journal

When what we can count is all that counts.

Medical teacher·2026
See all related articles

Related Experiment Video

Updated: May 19, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

A vertical study programme for medical students: peer-assisted learning in practice.

Jonathan K Kam1, Joanna Tai, Rob D Mitchell

  • 1Royal Victorian Eye and Ear Hospital, Victoria, Australia. jkam.research@gmail.com

Medical Teacher
|September 4, 2012
PubMed
Summary
This summary is machine-generated.

The Vertical Study Programme (VESPA) effectively uses peer-assisted learning (PAL) for revision in vertically-integrated medical curricula. Students found VESPA materials easy to follow and beneficial for understanding content.

More Related Videos

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Related Experiment Videos

Last Updated: May 19, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

  • Medical Education
  • Curriculum Development
  • Peer-Assisted Learning

Background:

  • Monash University utilizes a vertically-integrated curriculum with cumulative knowledge testing.
  • A vertical study programme (VESPA) was developed using peer-assisted learning (PAL) principles to aid cross-year revision.

Purpose of the Study:

  • To implement and evaluate the VESPA program against its defined objectives.
  • Assess the effectiveness of VESPA in a vertically-integrated medical curriculum.

Main Methods:

  • Five 2-hour case-based VESPA sessions were organized in 2009.
  • Participants were grouped into 10-15 students of mixed year levels, facilitated by pre-interns.
  • Session effectiveness was evaluated via a 10-question survey.

Main Results:

  • 647 surveys were completed, with 79-182 participants per session.
  • 96% found case materials easy to follow, 87% believed it facilitated inter-year contribution.
  • 85% reported improved understanding of curriculum content; no significant session differences were found.

Conclusions:

  • VESPA is an innovative and well-received application of PAL in medical education.
  • Benefits include academic revision, mentoring, and enhanced facilitation skills.
  • This structured revision model is suitable for other vertically-integrated curricula.