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Practice Report / Bericht aus der Praxis: Peer teaching: From method to philosophy
1Center for Research and Development of Education, University Medical Center Utrecht.
Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen
|November 13, 2017
Summary
Peer teaching, also known as peer-assisted learning, offers diverse educational benefits. This approach can be viewed as a multifaceted method or a foundational philosophy in medical education.
Area of Science:
- Medical Education
- Pedagogy
- Learning Sciences
Background:
- Peer teaching and peer-assisted learning are widely discussed in medical education research.
- Existing literature categorizes peer teaching based on learner-teacher developmental distance, group size, and structural formality.
- This results in a variety of distinct peer teaching methodologies.
Purpose of the Study:
- To explore the multifaceted nature of peer teaching in medical education.
- To examine the benefits and philosophical underpinnings of peer teaching.
- To align peer teaching concepts with contemporary educational theories.
Main Methods:
- Literature review and conceptual analysis of peer teaching methodologies.
- Categorization of peer teaching based on developmental distance, scale, and formality.
- Philosophical examination of peer teaching within the medical education continuum.
Main Results:
- Peer teaching is not a single method but encompasses diverse arrangements.
- Categorization reveals variations in developmental distance, group size, and structure.
- Peer teaching offers numerous benefits when viewed as a flexible educational strategy.
Conclusions:
- Peer teaching is a multifaceted approach with significant benefits in medical education.
- It can be conceptualized as a philosophy with historical roots, aligning with modern learning theories.
- This pedagogical approach supports learning across the entire medical education spectrum.