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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Group therapy is a sociocultural approach to psychological treatment, where individuals with shared psychological challenges come together under the guidance of a mental health professional. This therapeutic modality offers unique opportunities for individuals to connect, share, and grow within the context of a supportive group. By fostering mutual understanding and collaboration, group therapy can address a range of psychological concerns effectively, often complementing or surpassing the...
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Self-help support groups are voluntary, community-based organizations that provide a platform for individuals with shared concerns to exchange support, insights, and practical strategies for coping with life challenges. Typically led by group members or paraprofessionals, these groups form a cornerstone of mental health care, especially in reaching populations that are underserved by traditional healthcare systems.
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Near-Peer Perspectives on a Voluntary Peer Teaching Program: Challenges and Solutions.

Marissa M Zhu1, Matthew T Brennan2

  • 1Department of Undergraduate Medical Education, Wayne State University School of Medicine, 540 E. Canfield Street, Suite 1313, Detroit, MI 48201 USA.

Medical Science Educator
|March 27, 2025
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Summary

Near-peer tutoring programs enhance medical students' teaching and learning skills, but require improved feedback, faculty guidance, and clearer expectations for optimal impact.

Keywords:
Medical students as teachersNear-peerPeer teachingProgram evaluation

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Area of Science:

  • Medical Education
  • Peer Learning
  • Student Development

Background:

  • Near-peer tutoring (NPT) is increasingly utilized in medical education.
  • Understanding student experiences in NPT programs is crucial for program development.

Purpose of the Study:

  • To explore medical students' perceptions of an NPT program.
  • To identify program strengths, challenges, and areas for improvement.
  • To gather student-led solutions for enhancing the NPT program.

Main Methods:

  • Mixed-methods study involving 92 second-year medical students.
  • Data collected via surveys (n=55) and focus group interviews (n=8).
  • Thematic analysis applied to qualitative data.

Main Results:

  • Program strengths include reinforcing learning and diverse teaching contexts.
  • Key challenges identified: inadequate feedback, unhelpful seminars, expertise mismatch, lack of faculty guidance, and unclear expectations.
  • Students proposed solutions like increased marketing, study strategy orientations, virtual office hours, and tutor recognition.

Conclusions:

  • NPT programs positively impact tutors' teaching confidence, skills, and self-regulated learning.
  • Programmatic enhancements are needed, including better training, faculty involvement, feedback systems, and marketing.
  • Implementing a Community of Practice model could further support NPT programs.