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Peer-Assisted Learning in a Longitudinal Hybrid Physical Exam Course
Madisen A Swallow1, A Mitchel Wride1, Joseph H Donroe1
11450 Chapel Street, Office MOB 211, New Haven, CT 06511 USA Yale University School of Medicine.
Medical Science Educator
|February 27, 2023
Summary
Peer-assisted learning (PAL) enhances teaching skills and confidence. A hybrid model with peer and faculty instructors showed benefits but also limitations for student learners, suggesting faculty co-instructors can mitigate these drawbacks.
Area of Science:
- Medical Education
- Pedagogy
- Health Professions Education
Background:
- Peer-assisted learning (PAL) is recognized for enhancing instructor skills and learner environments.
- Implementing PAL in medical education requires structured approaches to maximize benefits.
Purpose of the Study:
- To evaluate a hybrid teaching structure incorporating PAL for a physical exam course.
- To assess the impact of this structure on upper-level peer instructors and first-year learners.
Main Methods:
- A hybrid teaching model pairing upper-level peer instructors with faculty co-instructors.
- Quantitative and qualitative methods were employed for comprehensive evaluation.
- Data collection focused on the experiences of both peer instructors and student learners.
Main Results:
- The PAL component offered significant advantages for all participants.
- Student learners identified notable limitations within the PAL structure.
- Faculty co-instruction was theorized to potentially address perceived limitations.
Conclusions:
- The hybrid PAL model presents a viable educational structure with perceived benefits.
- Addressing learner-identified limitations is crucial for optimizing PAL effectiveness.
- Faculty co-instructors may play a key role in balancing PAL's advantages and disadvantages.
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