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The Learning-Teaching Nexus: Medical Students' Motivations to Engage in Peer-Assisted Learning.
Matthew Arnold1,2, Andrea Dillon1, Christian Mingorance1
1The University of Adelaide, Adelaide, South Australia, Australia.
The Clinical Teacher
|June 10, 2025
Summary
Final-year medical students engage in peer-assisted learning (PAL) due to prior experiences, a desire to help others, and professional growth. They see teaching as integral to being a doctor, highlighting the learning-teaching nexus.
Area of Science:
- Medical Education
- Student Learning
- Professional Development
Background:
- Peer-assisted learning (PAL) is a pedagogical approach.
- Medical students' motivations for engaging in teaching roles are not fully understood.
- The relevance of teaching experience to future medical careers requires exploration.
Purpose of the Study:
- To identify factors motivating final-year medical students to participate in peer-assisted learning (PAL) as tutors.
- To explore students' perceptions of teaching's relevance to their future medical careers.
- To develop a conceptual framework for integrating learning and teaching in medical education.
Main Methods:
- Exploratory qualitative study.
- Semistructured interviews with nine final-year medical students.
- Thematic analysis of transcribed interviews.
Main Results:
- Motivations for PAL included prior positive experiences, fostering others' learning, and personal professional development.
- Students perceived teaching as essential to the role of a doctor.
- A desire for more information on medical education career pathways was expressed.
- A learning-teaching nexus conceptual framework was developed.
Conclusions:
- Student engagement in PAL is driven by perceived benefits to self and others.
- Teaching is considered a critical component of a doctor's professional identity.
- The learning-teaching nexus framework can help integrate learner and teacher development opportunities for medical students.
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