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OBJECTIVES: Undergraduate ultrasound education is becoming increasingly important, but its expansion is limited by time, space and the availability of trained faculty. In order to validate an alternative and more accessible teaching model, our aim was to assess whether combining teleguidance and peer-assisted learning to teach ultrasound is as effective as traditional in-person methods. METHODS: Peer instructors taught 47 second-year medical students ocular ultrasound via either teleguidance or traditional in-person methods. Proficiency was assessed using a multiple-choice knowledge test and objective structured clinical examination (OSCE). Confidence, overall experience, and experience with a peer instructor were measured using a 5-point Likert scale. Two one-sided t-tests were used to measure equivalency between the two groups. The null hypothesis that the two groups were not different was rejected when P < 0.05. RESULTS: The teleguidance group performed as well as the traditional in-person group in terms of knowledge change, confidence change, OSCE time and OSCE score (p = 0.011, p = 0.006, p = 0.005 and  = 0.004, respectively, indicating the two groups are statistically equivalent). The teleguidance group rated the experience highly overall (4.06/5), but less than the traditional group (4.47/5; P = 0.448, indicating statistical difference). Peer instruction was rated 4.35/5 overall. CONCLUSION: Peer-instructed teleguidance was equivalent to in-person instruction with respect to knowledge change, confidence gain and OSCE performance in basic ocular ultrasound.

Objective: This project report outlines the development and implementation of digital tutorials ("How to... train your skills goes digital!") by peer tutors (TUTs) based on previously established in-person tutorials, as well as the subsequent combination of both approaches. The TUTs' objective, in spite of corona-related restrictions and strict hygiene requirements during the pandemic, was to provide fellow students with the opportunity to learn, practice and reflect on clinical-practical skills.Methodology: In a collaborative undertaking, the TUTs first analyzed the learning objectives of the in-person tutorials in order to be able to design content-matched digital tutorials without entirely abandoning the practical aspect. The Moodle learning management platform was selected as the appropriate tool for delivery of the relevant theoretical knowledge. Practical exercises are embedded in the digital tutorials during online meetings. The participants (PTs) create their own models in the sense of a home skills station based on instructions provided via Moodle. Acceptance was systematically documented via questionnaires.Results: The digital tutorials were well accepted by the PTs (n=64). Evaluation (response rate: 37.5%) outcomes were consistently positive. Both course implementation and the PTs' own progress were rated "good" to "very good". Nevertheless, the PTs do not yet feel well-prepared to carry out the various activities practiced independently.In the winter semester of 2020/21, the in-person tutorials were also reintroduced in a combined format. The marked demand for the tutorials may indicate the PT preference for practice on the simulation center models.Conclusion: The systematic combination of digital and in-person tutorials using the flipped classroom approach would appear to make sense in the long run. The effectiveness and sustainability of this approach in comparison with in-person tutorials only should be further investigated., Zielsetzung: Der vorliegende Projektbericht beschreibt die Entwicklung und Umsetzung digitaler Tutorien ("How to... train your skills goes digital!") durch studentische Tutor*innen (TUT) auf Grundlage bereits etablierter Präsenztutorien, sowie die anschließende Verschränkung beider Konzepte. Das Ziel der TUT war es hier, den Mitstudierenden in einer Phase der coronabedingten Ausgangsbeschränkungen und der intensivierten Hygieneauflagen dennoch die Möglichkeit zu geben, klinisch-praktische Fertigkeiten zu trainieren und zu reflektieren.Methodik: In einem gemeinsamen Prozess wurden zunächst die Lerngegenstände der Präsenztutorien von den TUT analysiert, um inhaltlich kongruente digitale Tutorien konzipieren zu können, ohne dabei völlig auf den praktischen Aspekt verzichten zu müssen. Zur Vermittlung der theoretischen Kenntnisse wurde das Learning Management System Moodle als geeignetes Instrument identifiziert. Die praktischen Übungen erfolgen innerhalb der Umsetzung der digitalen Tutorien während virtueller Meetings. Hierfür erstellen die Teilnehmenden (TN) nach einer über Moodle bereitgestellten Anleitung selbst Modelle im Sinne einer Home Skills Station. Die Akzeptanz wurde mittels Fragebogen systematisch erfasst.Ergebnisse: Die digitalen Tutorien werden bisher von den TN (n=64) gut angenommen. So zeigt ihre Evaluation (Rücklauf: 37,5%) durchweg positive Ergebnisse. Es werden sowohl die Kursdurchführung als auch der eigene Lernfortschritt durch die TN als gut bis sehr gut bewertet. Nichtsdestotrotz fühlen sich die TN auf die selbstständige Durchführung der jeweiligen Tätigkeiten noch nicht optimal vorbereitet.Im Wintersemester 2020/21 wurden auch die Präsenztutorien unter einer Verschränkung wieder eingeführt. Die starke Nachfrage nach diesen lässt möglicherweise auf die Präferenz der TN schließen, an den Modellen des Simulationszentrums zu üben.Schlussfolgerung: Die systematische Verschränkung von Digital und Präsenz im Sinne des Flipped Classroom Konzeptes ersche

In response to the paucity of clinical placements available in 2020 due to the COVID-19 pandemic, alternate options for prelicensure students were necessary in order for them to complete the fieldwork required for graduation. In response, Curtin University replaced a faculty-led fully-simulated placement with a peer-assisted learning model. This incorporated final-year students acting as peer teachers to penultimate-year students, thus creating new learning and teaching placements for the final-year students. To our knowledge, this had never been done on such a scale before. Considering the importance of meeting learner expectations in the tertiary setting, the perceptions of peer learners around the innovation were important but unknown. This study used a prospective qualitative observational design that utilized feedback from peer learners relating to learning using the peer-assisted model. Peer learners provided written reflections that were analysed thematically. During November and December 2020, 171 penultimate-year physiotherapy students participated in one of two three-week placements, and 170 consented to participate in data collection. Qualitative data reflected several enablers and barriers to learning during the experience. These related to the peer teacher attributes, the provision of performance feedback, the learning environment, and the facilitation of clinical reasoning. Peer learners enjoyed the peer-assisted model, found peer teachers able to facilitate learning, and provided useful insights that will shape future placements. The success of the model supports repeating it in the future. This will maintain a bilateral exchange of peer-led clinical learning and teaching with diminished faculty supervisory workload.

(1) Background: Immersive simulation-based learning is relevant and effective in health care professional pre-licensure training. Peer-assisted learning has reciprocal benefit for the learner and the teacher. A fully simulated model of fieldwork placement has been utilised at [de-identified] University since 2014, historically employing full-time faculty supervisors. Due to the COVID-19 pandemic in 2020, traditional clinical placement availability diminished. (2) Methods: This mixed-methods prospective observational study aimed to translate the existing faculty-led placement for penultimate-year physiotherapy students to a peer-taught model, thereby creating new teaching placements for final-year students. Final-and penultimate-year physiotherapy students undertook the fully simulated fieldwork placement either as peer learners or peer teachers. The placement was then evaluated using four outcome measures: The ‘measure of quality of giving feedback scale’ (MQF) was used to assess peer learner satisfaction with peer-teacher supervision; plus/delta reflec-tions were provided by peer teachers and faculty supervisors; student pass/fail rates for the penul-timate-year physiotherapy students. (3) Results: For 10 weeks during November and December 2020, 195 students and 19 faculty participated in the placement. Mean MQF scores ranged from 6.4 (SD 0.86) to 6.8 (SD) out of 7; qualitative data reflected positive and negative aspects of the experience. There was a 4% fail rate for penultimate-year students for the placement. Results suggested that peer learners perceived peer-led feedback was of a high quality; there were both positives and challenges experienced using the model. (4) Conclusions: Physiotherapy students effectively adopted a peer-taught fully simulated fieldwork placement model with minimal faculty supervision, and comparable clinical competency outcomes.

Introduction: Peer-assisted learning (PAL) is a teaching method that develops new knowledge and skills through active learning support from peers. Objectives: To assess the impact of PAL in medical education, by collecting quantitative data that explore its effectiveness. To evaluate students’ perception of and satisfaction with PAL. Methods: A 5-point Likert scale survey was developed for students participating in the PAL program either as tutors or learners. Data were compared and statistically analyzed according to gender, GPA, and year of study. Moreover, follow up of peer tutors and peer learner’s achievement was done through comparing their grades with those that not shared in PAL and with their GPA of previous year. Results: Statistical analysis of questionnaire data revealed that medical students regarded voluntary peer-teaching similarly to faculty teaching and have a generally positive perception of PAL. Most of the respondents reported that they benefited both professionally and personally from PAL activities. They recommended expanding the role of PAL and officially incorporating PAL sessions into the curriculum. Students’ achievement was significantly increased for those who acted as peer learners and peer tutors. Conclusions: Using PAL in conjunction with other teaching and learning methods provides additional value by fostering cooperation and social interaction among medical students and further prepares them for their future role as medical science educators. Additional research into the impact of PAL on academic achievement, both short- and long-term learning outcomes, in medical programs is warranted., Introdução: A Aprendizagem Assistida por Pares (AAP) é um método de ensino que desenvolve novos conhecimentos e competências através do apoio ativo à aprendizagem por pares. Objetivos: Avaliar o impacto do AAP na educação médica, recolhendo dados quantitativos que exploram a sua eficácia. Avaliar a perceção e a satisfação dos estudantes com AAP. Métodos: Foi desenvolvido um inquérito à escala Likert de 5 pontos para estudantes participantes no programa AAP, quer como tutores, quer como alunos. Os dados foram comparados e analisados estatisticamente de acordo com o género, GPA, e ano de estudo. Além disso, o acompanhamento dos tutores e dos alunos foi feito através da comparação das suas notas com as que não foram partilhadas no AAP e com o seu GPA do ano anterior. Resultados: A análise estatística dos dados do questionário revelou que os estudantes de medicina consideraram o ensino voluntário por pares semelhante ao ensino docente e têm uma perceção geralmente positiva do AAP. A maioria dos inquiridos relatou ter beneficiado tanto profissionalmente como pessoalmente das atividades de AAP. Recomendaram a expansão do papel do AAP e a incorporação oficial das sessões AAP no currículo. A realização dos estudantes foi significativamente aumentada para aqueles que atuaram como alunos e tutores de pares. Conclusões: A utilização do AAP em conjunto com outros métodos de ensino e aprendizagem proporciona um valor adicional ao promover a cooperação e interação social entre estudantes de medicina e prepara-os ainda mais para o seu futuro papel como educadores de ciências médicas. É necessária investigação adicional sobre o impacto do AAP nos resultados académicos, tanto a curto como a longo prazo, em programas médicos., Introducción: El aprendizaje asistido por pares (AAP) es un método de enseñanza que desarrolla nuevos conocimientos y habilidades a través del apoyo activo del aprendizaje por parte de los compañeros. Objetivos: Evaluar el impacto del AAP en la educación médica, mediante la recopilación de datos cuantitativos que exploran su eficacia. Evaluar la percepción y la satisfacción de los estudiantes con el AAP. Métodos: Se elaboró una encuesta con una escala de Likert de 5 puntos para los estudiantes que participaban en el programa AAP como tutores o como alumnos. Los datos se compararon y analizaron estadísticamente en función del género, el promedio académico y el año de estudio. Además, se realizó un seguimiento del rendimiento de los compañeros tutores y de los compañeros alumnos mediante la comparación de sus notas con las de los que no compartían el AAP y con su GPA del año anterior. Resultados: El análisis estadístico de los datos del cuestionario reveló que los estudiantes de medicina consideraban la enseñanza voluntaria entre pares de forma similar a la enseñanza en la facultad y tienen una percepción generalmente positiva de la AAP. La mayoría de los encuestados afirmaron haberse beneficiado tanto profesional como personalmente de las actividades de AAP. Recomendaron ampliar el papel de la AAP e incorporar oficialmente las sesiones de AAP en el plan de estudios. El rendimiento de los estudiantes aumentó significativamente en el caso de los que actuaron como alumnos y tutores de sus compañeros. Conclusiones: El uso de AAP junto con otros métodos de enseñanza y aprendizaje proporciona un valor adicional al fomentar la cooperación y la interacción social entre los estudiantes de medicina y los prepara aún más para su futuro papel como educadores de ciencias médicas. Se justifica la realización de más investigaciones sobre el impacto de la AAP en el rendimiento académico, tanto a corto como a largo plazo, en los programas de medicina.

Background: Previous research suggests that cardiac examination skills in undergraduate medical students frequently need improvement. There are different ways to enhance physical examination (PE) skills such as simulator-based training or peer-assisted learning (PAL). Aim: The aim of this study was to evaluate the effectiveness of a structured, simulator-assisted, peer-led training on cardiovascular PE.Methods: Participants were third-year medical students at Leipzig University Faculty of Medicine. Students were randomly assigned to an intervention group (IG) and a control group (CG). In addition to standard curricular training, IG received a peer-led, simulator-based training in cardiac PE. Participant performance in cardiac PE was assessed using a standardized checklist with a maximum of 25 points. Primary outcome was assessed via checklist point distribution.Results: 89 students were randomised to either CG (n =43) or IG (n =46) with 70 completing the study. Overall, IG students performed significantly better than CG students did (max. points: 25, M ±SD in IG was 17±3, in CG 12±4, p <.0001). Simple mistakes such as not using the stethoscope correctly were more frequent in CG students. Prior experience did not lead to a significant difference in performance. Conclusions: Structured, peer-led and simulator-assisted teaching sessions improve cardiac PE skills in this setting compared to control students that did not receive this training., Hintergrund: Vorangegangene Untersuchungen deuten darauf hin, dass die kardiologische Untersuchungskompetenz von Medizinstudierenden häufig verbesserungswürdig ist. Es gibt verschiedene Möglichkeiten, die Fertigkeiten der körperlichen Untersuchung (KU) zu verbessern, wie z. B. simulatorgestütztes Training oder "Peer-Assisted Learning" (PAL). Ziel: Ziel dieser Studie war es, die Wirksamkeit eines strukturierten, simulatorgestützten und Peer-geleiteten Trainings bzgl. der KU des Herzkreislaufsystems zu evaluieren.Methoden: Teilnehmende waren Medizinstudierende im ersten klinischen Jahr der Medizinischen Fakultät der Universität Leipzig. Die Studierenden wurden nach dem Zufallsprinzip einer Interventionsgruppe (IG) oder einer Kontrollgruppe (KG) zugeteilt. Zusätzlich zur curricularen Ausbildung erhielt die IG ein Peer-geleitetes, simulatorgestütztes Training in KU des Herzkreislaufsystems. Die Leistung der Teilnehmenden wurde unter Verwendung einer standardisierten Checkliste mit einem Höchstwert von 25 Punkten eingeschätzt. Der primäre Endpunkt war die mittels Checkliste vergebene Punktzahl. Ergebnisse: 89 Studierende wurden in KG (n =43) oder IG (n =46) randomisiert, wobei 70 die Studie vollendeten. Insgesamt war die Leistung der Studierenden in der IG signifikant besser, als die der Studierenden in der KG (Höchstpunktzahl: 25, M ±SD IG 17±3, KG 12±4, p <.0001). Einfache Fehler, wie die nicht korrekte Verwendung des Stethoskops traten bei Studierenden der KG häufiger auf. Vorerfahrung im medizinischen Bereich führte nicht zu einem signifikanten Unterschied in der Leistung. Schlussfolgerungen: Strukturierte, Peer-geleitete, simulatorgestützte Lehrunterweisungen verbessern in diesem Setting kardiale KU-Fertigkeiten in der IG im Vergleich zur KG ohne ein solches Training.

Objective: Drastic restrictions were imposed due to the COVID-19 pandemic, especially relating to the practical training part of the undergraduate human and dental medical training. During emergency mode teaching in the summer semester of 2020, a pilot project on practical classroom teaching under COVID-19 conditions was undertaken the Skills Lab Dresden, the Interprofessional Medical Training Centre (MITZ). Students were able to continue learning basic communication and manual skills. This project report presents the adaptations needed for this teaching concept and discusses their feasibility as well as selected evaluation results of the trial run.Description of the project: In normal teaching, students rotate to complete training sessions in small groups. Teaching is provided in a peer-teaching format. An Inverted Classroom Model was implemented as a teaching concept during emergency operation with preparation through digital learning and classroom teaching. Organisational and teaching adjustments were carried out for the concept and to comply with containment regulations. The concept was evaluated by the students using a standardised online questionnaire.Results: 1012 students completed their training during emergency operation at the university. The containment regulations meant that there were a higher number of training sessions and a higher workload. Only one of the alternative dates provided had to be used for COVID-19-related reasons. Infection chains could be tracked. The majority of students found the communication of information via Moodle to be sufficient and did not experience any technical problems. An analysis of the students' evaluation revealed a high level of overall satisfaction with the adapted teaching concept. Conclusion: The MITZ will once again use the concept in a modified form should there be renewed or continued emergency operation. The Inverted Classroom Model will also be established as an integral part of regular teaching. The findings, Zielsetzung: Bedingt durch die COVID-19-Pandemie entstanden insbesondere für die praktische Ausbildung des Human- und Zahnmedizinstudiums drastische Einschränkungen. Während der Notbetriebslehre im Sommersemester 2020 fand im Skills Lab Dresden, dem Medizinischen Interprofessionellen Trainingszentrum (MITZ), ein Pilotprojekt zur Umsetzung von praktischer Präsenzlehre unter COVID-19-Bedingungen statt. Studierende konnten weiterhin kommunikative und manuelle Basisfertigkeiten trainieren. Dieser Projektbericht stellt die nötigen Anpassungen für dieses Lehrkonzept vor und diskutiert deren Durchführbarkeit sowie ausgewählte Auswertungsergebnisse des Probedurchlaufs.Projektbeschreibung: In der regulären curricularen Lehre absolvieren die Studierenden in Kleingruppen Trainingsstationen im Rotationsprinzip. Die Lehre findet im Peer-Teaching-Format statt. Für den Notbetrieb wurde als Lehrkonzept ein Inverted-Classroom-Modell mit Vorbereitung durch digitales Lernen und Präsenzlehre implementiert. Für das Konzept und die Einhaltung der Eindämmungsbestimmungen wurden organisatorische und didaktische Anpassungen vorgenommen. Mit Hilfe eines standardisierten Online-Fragebogens wurde die Studierendenevaluation durchgeführt.Ergebnisse: Im Notbetrieb absolvierten 1012 Studierende die Trainings. Durch die Eindämmungsbestimmungen kam es zu einer höheren Anzahl an Trainingsterminen und einem erhöhten Arbeitsaufwand. Nur einer der bereitgestellten Ausweichtermine musste COVID-19-bedingt genutzt werden. Infektionsketten wären nachvollziehbar gewesen. Der Großteil der Studierenden empfand die Bereitstellung von Informationen über Moodle als ausreichend und sah keine technischen Probleme. Die Auswertung der Studierendenevaluation zeigte eine hohe Gesamtzufriedenheit mit dem angepassten Lehrkonzept. Schlussfolgerung: Im erneuten oder fortzusetzenden Notbetrieb wird das MITZ das Konzept modifiziert wieder nutzen. Zudem wird das Inverted-Classroom-Modell als fester Bestandteil der regulären L

Background: Clinical placement is the main site for interns' training, however clinical placement is an uncomfortable and inconvenient environment for learning. Trainees need intelligent conversation with self and others to advance in their careers. In this regard, Peers informally teach each other through discussion. Nowadays, there is an international need and interest in formal peer-assisted learning. Hence, Situational model for curriculum development is a suitable model for training as it is culturally driven and emphasizes context. The research objectives are to apply a situational curricular model, using a peer-assisted learning. In addition, to explore the students' perception towards peer-assisted learning. Methods: A mixed method quantitative and qualitative design single group post-test design was applied in this study, where all the nursing interns in the current year were selected. Peers conducted orientation sessions to make situational analysis. After that, each intern, with his educational supervisor, develops personal objectives and a development plan. Selection of contents and learning opportunities is the responsibility of interns guided by the general outcomes and list of required competencies during the training year. The last step is assessment and evaluation of performance. Furthermore, interns' perceptions towards using peers-assisted learning were measured through distribution of self-administered questionnaire, and conduction of focus group with interns. Results: Overall students' perceptions toward this reform were positive, all means were above four, especially their perception towards Peer Assisted Learning (PAL) as a relaxed and comfortable environment and as a new learning opportunity. Conclusion: Interns found that reform of their training through conducting situational model for training is an effective method, especially when using Peer Assisted Learning (PAL) in its conduction, which, they recommended its implementation to all unit

Peer-assisted learning (PAL) is a form of collaborative learning which is an effective method of helping learners to give feedback in Second Language (L2) Academic Writing (AW) courses; however, there are still many teachers today who do not implement this approach for various reasons. With fewer students, a student-centered approach is ideal. In larger classes however, an alternative approach might be required to maintain a similar amount of feedback without sacrificing quality. This research proposes PAL as a viable alternative for large AW classes, in helping to facilitate meaningful interaction and improve critical thinking skills through deep engagement with writing tasks.291 students, across nine faculties, participated in the study. Being able to receive ongoing and detailed feedback was essential in order for students to fully acquire the range of skills and knowledge needed to participate effectively in later advanced writing and research courses. A survey was administered to students to determine which method of feedback was most beneficial in helping students to improve writing: teacher-feedback solely or a blend of PAL with in-class teacher instruction. Results showed that 80% of students felt more engaged with the writing process through the PAL system with regard to pedagogic, academic, affective, cognitive, metacognitive, and social factors. The research concludes that there is great potential for collaborative learning in higher education institutions in the L2 context depending on various factors, such as the learner’s language skills as well as motivational levels of both the teacher and learner.

© The Author(s) 2017. Peer-assisted study session attendance is associated with multiple indicators of student success. However, attendance levels are generally low. We applied an extended theory of planned behaviour model, incorporating student role identity, to the prediction of peer-assisted study session attendance. Participants were 254 undergraduate students enrolled in 24 peer-assisted study session supported units. Attitudes, subjective norms and perceived behavioural control each had a significant direct effect on attendance intentions, which had a significant direct effect on attendance. All three predictors also had significant indirect effects on attendance, mediated by intentions. After controlling for intentions, only perceived behavioural control had a significant direct effect on attendance. The model accounted for 61% and 42% of the variance in intentions and attendance, respectively. Student role identity did not improve the predictive utility of the model. Theory of planned behaviour–informed strategies for increasing peer-assisted study session attendance are recommended.

Introduction: This project report describes the development, pilot phase, evaluation and implementation of a preparatory course week for incoming Erasmus medical students at the LernKlinik Leipzig, the Skills and Simulation Centre of the Medical Faculty, University of Leipzig.Project description: The aim of this project is to prepare Erasmus students for their year abroad using peer-assisted teaching as the method of choice. Major intended outcomes were support of language and clinical practical skill competency development, as well as enhancement of integration among international and German-speaking peer tutors. The methodological framework of Ross and Cameron was used in planning the Erasmus-Week. For planning the 2012 pilot project, a survey among Erasmus students of the academic year 2011/12 was performed. All succeeding cohorts were asked to participate in pre- and post-surveys which were analyzed quantitatively and qualitatively.Results: Between 2012 and 2017, n=173 European medical students spent their Erasmus year in Leipzig. Of these, n=148 (86%) participated in the Erasmus-Week. The country of origin of most Erasmus students was Rumania (20,3%). Among the most positively received aspects of the Erasmus-Week, the active use of German for medical purposes and the use of peer-teaching as the method of choice to learn and repeat basic medical examination skills were mentioned. Students emphasized their wish for being able to participate in further course offers.Conclusions: Offering a preparatory course week for incoming Erasmus students focusing on language and clinical practical skills training using peer-teaching as the method of choice may facilitate the integration of Erasmus students into their foreign medical curriculum. Further studies are underway to elucidate if these experiences influence later professional careers and choice of employment., Einleitung: Der vorgelegte Projektbericht beschreibt die Entwicklung, Pilotierung, Evaluation und Durchführung einer vorbereitenden Kurswoche für Erasmus-Studierende der Humanmedizin in der LernKlinik Leipzig, dem Skills- und Simulationszentrum der Medizinischen Fakultät der Universität Leipzig.Projektbeschreibung: Ziel des vorgestellten Lehrprojektes ist es, im geschützten Rahmen mittels Peer-teaching Methode Erasmus-Studierende auf ihr Auslandsjahr vorzubereiten. Das Augenmerk liegt dabei sowohl auf der sprachlichen als auch auf der klinisch-praktischen Ausbildung, aber auch auf der Integrationsförderung durch engen Kontakt mit deutschsprachigen studentischen Peer-Tutoren. Als methodischer Rahmen für die Planung der Erasmus-Woche diente die Zusammenstellung von Ross und Cameron . Zur Planung des Pilotprojektes 2012 wurde eine Befragung der Erasmus-Kohorte des Jahrgangs 2011/12 durchgeführt. Die nachfolgenden Jahrgänge wurden gebeten, an einer Prä-Post-Befragung teilzunehmen; die Freitextangaben der Prä- und Post-Befragungen wurden quantitativ und qualitativ ausgewertet.Ergebnisse: Insgesamt n=173 Erasmus-Studierende der Humanmedizin kamen im Zeitraum 2012-2017 nach Leipzig; von diesen nahmen n=148 (86%) an der Erasmus-Woche teil. Die meisten Erasmus-Studierenden kamen aus Rumänien (20,3%). Mit Abstand die häufigsten Nennungen zu den positiven Aspekten der Erasmus-Woche betrafen die aktive Auseinandersetzung mit der deutschen Fachsprache und die Wertschätzung des Peer-teaching Verfahrens, um grundlegende Untersuchungstechniken erlernen bzw. wiederholen zu können. Ein Ausbau und eine Intensivierung des Kursangebotes wurden gewünscht.Schlussfolgerungen: Die Durchführung einer vorbereitenden Kurswoche für Erasmus-Studierende mit Fokus auf Erwerb von sprachlichen und klinisch-praktischen Fertigkeiten im Peer-teaching Verfahren kann den Einstieg und die Integration Erasmus-Studierender in den Studienablauf erleichtern. Inwieweit diese Erfahrungen auch Einfluss auf die s

Background and Objectives: Among the clinical skills needed by all physicians, history taking is one of the most important. The teaching model for peer-assisted history-taking groups investigated in the present study consists of small-group courses in which students practice conducting medical interviews with real patients. The purpose of this pilot study was to investigate the expectations, experiences, and subjective learning progress of participants in peer-assisted history-taking groups.Methods: The 42 medical student participants completed a 4-month, peer-assisted, elective history-taking course, which both began and ended with a subjective assessment of their interview skills by way of a pseudonymized questionnaire. Measures comprised the students' self-assessment of their interview skills, their expectations of, and their experiences with the course and especially with the peer tutors. Results: Medical students' most important motivations in attending peer-assisted history-taking groups were becoming able to complete a structured medical interview, to mitigate difficult interviewing situations, and to address patients' emotional demands appropriately. By the end of the course, students' self-assessment of both their interview skills and management of emotional issues improved significantly. Students especially benefitted from individual feedback regarding interview style and relationship formation, as well as generally accepted and had their expectations met by peer tutors. Conclusions: To meet the important learning objectives of history-taking and management of emotional issues, as well as self-reflection and reflection of student-patient interactions, students in the field greatly appreciate practicing medical interviewing in small, peer-assisted groups with real patients. At the same time, peer tutors are experienced to be helpful and supportive and can help students to overcome inhibitions in making contact with patients., Hintergrund und Fragestellung: Die Anamneseerhebung ist eine der wichtigsten klinischen Fertigkeiten jedes künftigen Arztes. Die folgende Studie befasst sich mit peer-tutorengestützten Anamnesegruppen. In diesem Format üben Medizinstudierende die Anamneseerhebung in Kleingruppen und mit realen Patienten. Ziel der Studie ist eine Untersuchung der Erwartungen, Erfahrungen und des subjektiven Kompetenzzuwachses der Teilnehmer an solchen peer-tutorenstützten Anamnesegruppen. Methodik: 42 Medizinstudierende, die über 4 Monate an einer peer-tutorengestützten Anamnesegruppe als Wahlfach teilnahmen, wurden zu Beginn und Ende des Kurses nach der subjektiven Einschätzung ihrer Anamnesefertigkeiten gefragt. Es wurde ein pseudonymisierter Fragebogen verwendet. Neben der subjektiven Kompetenz in der Erhebung einer Anamnese wurden auch Erwartungen an und Erfahrungen mit dem Kurs und speziell den Peer-Tutoren erfragt. Ergebnisse: Hauptmotivation, weshalb Medizinstudierende sich für tutorengestützte Anamnesegruppen als Wahlfach entscheiden, ist der Wunsch, eine strukturierte Anamneseerhebung zu erlernen. Außerdem haben die Studierenden das Ziel, mit schwierigen Situationen im Interview umgehen zu lernen und die emotionalen Bedürfnisse von Patienten angemessen beantworten zu können. Am Ende des Kurses hatte sich die Selbsteinschätzung der Studierenden hinsichtlich ihrer subjektiven Anamnesefertigkeiten und ihres Umgang mit Gefühlen signifikant verbessert. Die Studierenden profitierten besonders von individuellem Feedback zu ihrem Interviewstil und Beziehungsaufbau. Die Peer-Tutoren wurden sehr gut akzeptiert und erfüllten die Erwartungen der Teilnehmer. Schlussfolgerung: Studierende schätzen es sehr, die Anamneseerhebung in peer-gestützten Kleingruppen und mit realen Patienten zu üben. Dies kann sie beim Erreichen wichtiger Lernziele wie einer strukturierten Anamneseerhebung und dem Umgang mit emotionalen Situationen, aber auch in ihrer Selbstreflektion und Reflektion der Student-Pa

Background: Flexible online programs are becoming increasingly popular method of education for students, allowing them to complete programs in their own time and cater for lifestyle differences. A mixture of delivery modes is one way which allows for enhanced learning. Peer learning is another method of learning which is shown to foster collaboration and prepare healthcare students for their future careers. This paper reports on a project to combine peer and online learning to teach pharmacology to nursing students. Objectives: To explore undergraduate nursing student opinions of working in peer groups for online learning sessions in a pharmacology course. Design: A qualitative study utilising a self-reported questionnaire. Setting: A rural campus of an Australian university. Participants: Second year nursing students enrolled in a Bachelor of Nursing Program. Methods: A hard copy questionnaire was distributed to all students who attended the final semester lecture for the course. Content analysis of open-ended survey questions was used to identify themes in the written data. Results: Of the 61 students enrolled in the nursing subject, 35 students chose to complete the survey (57%). Students reported a mixed view of the benefits and disadvantages of peer online learning. Sixty 6% (66%) of students liked peer online learning, whilst 29% disliked it and 6% were undecided. Convenience and ease of completion were reported as the most common reason to like peer online learning, whilst Information Technology issues, communication and non-preferred learning method were reasons for not liking peer online learning. Conclusion: Peer online learning groups' acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience.

Background and objective: The delivery of needs-based health care services requires a team-based and collaborative approach of different health professionals, which is not yet sufficienctliy implemented on a day to day basis. Interprofessional learning activities aim to respond to this in future. The cross-university pilot project interTUT used peer-assisted learning approaches and extracurricular tutorials in order address this issue.Methodology: During the pilot phase, eight students and trainees have been acquired. Together, they prepared and led four extracurricular tutorials on core topics of interprofessional cooperation and documented them in procedure manuals. The course was evaluated using a standardized participant survey (n=72) and two focus groups (n=3, n=5) in which participants were asked to reflect on their individual learning experiences. Descriptive statistics were used to analyze the survey data and the focus group material was interpreted using qualitative content analysis. Results: The results indicated a high level of satisfaction, acceptance of and further demand for peer-supported learning activities. The students and trainees reported changed attitudes and subjective knowledge growth regarding the other professional groups. The constructive learning atmosphere as well as having access to a forum for interprofessional exchange were equally valued.Conclusions: Extracurricular tutorials offer a low-threshold and very promising point of contact for the facilitation of interprofessional teaching and learning. However, this should be viewed against the background that, as part of the pilot project, only a small number of students and trainees who were already interested in the topic could be reached by this optional course. A comprehensive, long-term trial of this teaching and learning format, its linkage to curricular courses, and further research on its education-specific and practice-related effects are, therefore, necessary., Hintergrund und Zielsetzung: Die für eine bedarfsgerechte Gesundheitsversorgung erforderliche Kooperation unterschiedlicher Gesundheitsprofessionen will im Alltag noch selten gelingen. Dem soll künftig durch Angebote interprofessionellen Lernens und Lehrens begegnet werden. Hierfür Ansätze des Peer-Assisted Learning aufzugreifen und extra-curriculare Tutorien nutzbar zu machen, war Ziel des hochschulübergreifend angelegten Pilotprojekts interTUT. Methodik: In der Pilotphase konnten acht Studierende und Auszubildende gewonnen werden, die gemeinsam vier extra-curriculare Tutorien zu Kernthemen interprofessioneller Zusammenarbeit entwickelt, durchgeführt und in Form von Ablaufmanualen dokumentiert haben. Die Evaluation erfolgte in Form einer standardisierten und deskriptiv-statistisch ausgewerteten Teilnehmerbefragung (n=72) sowie zweier inhaltsanalytisch ausgewerteter Fokusgruppen (n=3, n=5) zur Reflexion individueller Lernerfahrungen. Ergebnisse: Die Evaluationsergebnisse lassen eine hohe Zufriedenheit, Akzeptanz und weiteren Bedarf an peer-gestützten Lernangeboten erkennen. Die Studierenden / Auszubildenden berichten über veränderte Einstellungen und subjektiven Wissenszuwachs über die anderen Berufsgruppen. Die konstruktive Lernatmosphäre wird ebenso geschätzt wie das Forum zum interprofessionellen Austausch.Schlussfolgerung: Extra-curriculare Tutorien bieten einen niedrigschwelligen und viel versprechenden Anknüpfungspunkt zur Förderung interprofessionellen Lehrens und Lernens. Dabei ist zu bedenken, dass im Rahmen des Pilotprojekts bislang nur wenige und bereits am Thema interessierte Studierende/Auszubildende mit diesem freiwilligen Angebot erreicht werden konnten. Notwendig ist eine umfassendere und längerfristig angelegte Erprobung dieses Lehr-Lernformats, eine Verschränkung mit curricularen Lehr-Lernangeboten sowie weitere Forschung zum bildungsspezifischen Nutzen und praxisbezogenen Effekten.

This study launches a program of research that targets the unmet mental health needs of children living in urban poverty by infusing evidence-based practices and mental health promotion into peer-mediated recreational activities delivered in community-based after-school programs (ASP). We examined the feasibility and promise of a Peer-Assisted Social Learning (PASL) model to promote social competence among low-income, minority youth. In collaboration with our community partner, we developed and implemented a series of 21 recreational activities designed to generate natural opportunities for peer-facilitated problem solving. Socially skilled children were identified by ASP staff and paired with less-skilled peers to maximize opportunities for social learning and minimize the demands placed on staff. Thirty children at an Experimental site participated in PASL activities, while 31 children at a Comparison ASP participated in recreation-as-usual activities. Five Experimental staff received training and participated in 10 weekly supervision meetings to support PASL implementation. Feasibility was assessed using measures of child and staff attendance, participation, and engagement in PASL, as well as staff adherence to and competence with implementation. Promise was assessed pre- and post-PASL, using measures including staff-reported social skills, children’s problem-solving strategies, and peer reported social standing (i.e., likability ratings, peer nominations, and social network mapping). Strong evidence emerged for fidelity of implementation (adherence, competence) and broader feasibility (attendance, participation, enthusiasm). Promise effects were mixed; children who participated in PASL demonstrated improvements in problem behavior and social skills, but also exhibited increased reliance on aggressive strategies to solve problems and some declines in peer-reported social standing. Implications related to the capacity of ASPs to incorporate evidence-based practice

Background: Over multiple years, the didactic concept of "peer-assisted learning" (PAL) has proved to be valuable for medical education. Particularly in the field of the nowadays widely established Skills-Labs, the assignment of student tutors is both popular and effective. The aim of the underlying study is to assess the current status of PAL programs within German medical faculties' Skills-Labs regarding their distribution, extent, structure and content based on a nation-wide survey.Methods: All 36 medical faculties in Germany were contacted and asked for their participation (via telephone or in written form) in the survey encompassing 16 central questions as to the structure of established PAL programs. Data obtained were subject to quantitative and qualitative analysis.Results: 35 of 36 (97.2%) medical faculties participated in the survey. A PAL program was shown to be established at 33 (91.7%) faculties. However, the results show distinct differences between different faculties with respect to extent and content of the PAL programs.Conclusions: Among German medical Skills-Labs, PAL has been established almost ubiquitously. Further studies on the conception and standardization of training concepts appear to be pivotal for the advancement of PAL in the context of Skills-Labs., Hintergrund: Das didaktische Konzept des "Peer-assisted learning" (PAL) hat sich seit vielen Jahren in der medizinischen Ausbildung als wertvoll erwiesen. Insbesondere im Bereich der inzwischen weit verbreiteten Skills-Labs ist der Einsatz studentischer Tutoren gleichermaßen beliebt wie effektiv. Ziel des vorliegenden Artikels ist, auf Basis einer bundesweiten Befragung den aktuellen Stand über Verbreitung, Umfang und inhaltliche wie strukturelle Ausgestaltung der PAL-Programme in den Skills-Labs der deutschen Medizinischen Fakultäten zu erfassen.Methoden: Sämtliche 36 bundesdeutsche Medizinische Fakultäten wurden kontaktiert und um Teilnahme an der 16 Leitfragen umfassenden Befragung zur Struktur von bestehenden PAL-Programmen im Skills-Lab-Bereich auf telefonischem oder schriftlichem Wege gebeten. Die erhaltenen Daten wurden quantitativ und qualitativ ausgewertet.Ergebnisse: 35 von 36 (97,2%) medizinischen Fakultäten nahmen an der Befragung teil. Ein PAL-Programm existiert an 33 (91,7%) Standorten. Die Ergebnisse zeigen, dass hinsichtlich Umfang und Inhalten jedoch große Unterschiede zwischen den Fakultäten bestehen. Schlussfolgerungen: PAL ist an bundesdeutschen medizinischen Skills-Labs nahezu flächendeckend umgesetzt. Weitere Untersuchungen zur Konzeption und Standardisierung von Schulungskonzepten scheinen zentral für die Weiterentwicklung von PAL im Skills-Lab.

Biological knowledge is central to many disciplines. Increasing popularity in areas such as medicine and environmental science has led to an increase in enrolments in core biology subjects at some Australian universities. Within many institutions, biology is taught traditionally through lectures and practicals. Often it is a challenge for academics to engage and motivate students and to develop the skills in lifelong learning. To address this issue we modified the curriculum and assessment methodologies in two large biology subjects (up to 550 students) at the University of Wollongong. Our multi-faceted approach involved the addition of group work dependent on the context and sub-discipline, inquiry-based learning opportunities which were based on the real world and self-directed and peer-assisted learning and assessment including regular feedback. This approach increased student engagement and interest in lifelong learning in biology. To evaluate this approach, we used a combination of peer observations, paper-based student evaluations and focus group interviews. We found that through these innovations students were more motivated to learn and engage with biological content. Through group work students were better connected with others. Students communication skills also increased and the model of reflective practice enabled students to view interconnections in biology concepts which could be applied outside the discipline.

Peer assisted learning (PAL) is one method of teaching which involves peers, or people from similar social groups, in reciprocal learning where one peer educates another and in return learns through the teaching experience. There have been many reported benefits of PAL programs. PAL has a long history of use in healthcare education; however, for paramedic education there is a paucity of literature. A pilot PAL project was undertaken in the Bachelor of Emergency Health (BEH) course at Monash University in Melbourne, Australia. This study had two aims: i) to evaluate the effectiveness of the pilot PAL program, and ii) to compare academic grades between peer teachers and those not involved in the PAL program over 2011–2012. Forty-one students volunteered, with 23 students in 2011 and 18 in 2012. At the completion of their peer teaching, all students were asked to complete the 14-item Peer Teaching Experience Questionnaire (PTEQ). Of the 41 students, 63.4% were female, 73.2% were under 25, 82.9% had been taught by peers previously, 31.7% had taught peers previously, and 51.2% had undertaken previous tertiary studies. Students strongly agreed teaching and leadership were important to the paramedic role. Students also strongly agreed that their peer teaching experience was personally rewarding, increased their knowledge and skills, and would be of direct benefit to them as a graduate paramedic. Moreover, students who participated in the PAL project as peer teachers obtained higher clinical marks on their final clinical examination than their non-PAL counterparts (2011 76.5% vs. 71.0%, p < .001, and 2012, 75.2% vs. 72.7%, p < .001). This study suggests PAL programs have a great potential to provide a wide range of benefits in paramedic courses. As this was a pilot program, there were many limitations and caution should be used in making any generalisations. However, the overwhelmingly positive response from the students strongly suggests PAL programs should continue to be

This paper describes students’ experience of participating in a case-based peer-assisted learning (PAL) program in order to examine whether the approach is pedagogically effective and likely to contribute to students’ professional development. It presents the findings of a study which examined the integration of PAL and case-based learning (CBL) in a multidisciplinary radiologic biology unit as part of an undergraduate degree program in Radiography and Medical Imaging. The study indicated the value of students working together in small groups to prepare and offer a case-based tutorial for their peers, with the cases offering a focus for their research and teaching in the multidisciplinary context. Working in groups and peer teaching were the most beneficial aspects of the program for enhancing student learning. The program involved three episodes of peer assessment (assessing teaching, assessing learning and assessing contributions to group work), with the first of these contributing most to the program, though further development and exploration of the latter two aspects are needed. The integration of PAL with CBL provided a ‘real world’ context for teaching and learning. Students recognised that interacting with peers would be an important aspect of their professional lives and that the program offered them opportunities to prepare for this. Implementation and evaluation of this approach with other groups of students in vocational and non-vocational courses would determine its broader pedagogical effectiveness.

While peer-assisted learning (PAL) continues to gain momentum internationally among educators and curricula, its use within the paramedic profession is still novel and untested. Therefore having instruments with strong measurement properties to use in paramedic PAL is important. This study is an investigation into the dimensionality and reliability of the 10-item Clinical Teaching Preference Questionnaire (CTPQ) at a large Australian university in 2011 and 2012. Data from the CTPQ completed by first year undergraduate paramedics (N = 218) were analysed using a Principal Components Analysis (PCA) with varimax rotation. The majority of the participants were female 68% (n = 150) and aged less than 26 years of age 85% (n = 187). Results from the PCA indicated a three-factor solution, accounting for 61.3% of the total variance. All item loading coefficients were well above .40. Findings from the PCA provide preliminary results that the CTPQ is multidimensional producing a three-factor solution: Peer Learning Management, Peer-Led Supervision, and Instructor-Led Supervision. Other results demonstrated poor internal consistency and a large number of non-redundant residuals indicating further psychometric examination of the CTPQ is required.

Peer-Assisted Study Sessions (PASS) is an academic mentoring program, where high achieving senior students assist small groups of first years in study sessions throughout semester. One of the challenges PASS Leaders face at Monash in conducting their classes is the limited time they have with their students. The current paper explores, through action research, the use of Tablet PCs and an interactive, online whiteboard software suite called MeTL to increase the efficiency of time spent learning and sharing. The PASS Leaders found that while some difficulties remained, the advantages of using the Tablet PCs and the software were significant, particularly for student engagement, increasing time efficiencies, student collaboration and encouraging real-time feedback to the PASS Leader.

Objective: Peer-assisted learning is widely used in medical education. However, little is known about an appropriate didactic preparation for peer tutors. We herein describe the development of a focused didactic training for skills lab tutors in Internal Medicine and report on a retrospective survey about the student tutors' acceptance and the perceived transferability of attended didactic training modules. Methods: The course consisted of five training modules: 'How to present and explain effectively': the student tutors had to give a short presentation with subsequent video analysis and feedback in order to learn methods of effective presentation. 'How to explain precisely': Precise explanation techniques were trained by exercises of exact description of geometric figures and group feedback. 'How to explain on impulse': Spontaneous teaching presentations were simulated and feedback was given. 'Peyton's 4 Step Approach': Peyton's Method for explanation of practical skills was introduced and trained by the participants. 'How to deal with critical incidents': Possibilities to deal with critical teaching situations were worked out in group sessions. Twenty-three student tutors participated in the retrospective survey by filling out an electronic questionnaire, after at least 6 months of teaching experience.Results: The exercise 'How to present and explain effectively' received the student tutors' highest rating for their improvement of didactic qualification and was seen to be most easily transferable into the skills lab environment. This module was rated as the most effective module by nearly half of the participants. It was followed by 'Peyton's 4 Step Approach' , though it was also seen to be the most delicate method in regard to its transfer into the skills lab owing to time concerns. However, it was considered to be highly effective. The other modules received lesser votes by the tutors as the most helpful exercise in improving their didactic qualification for sk, Ziele: Tutorgestütztes Lernen ist ein etablierter Bestandteil der medizinischen Ausbildung vieler Fakultäten. Allerdings herrscht Unklarheit darüber, ob und wie studentische Tutoren für diese Aufgabe didaktisch geschult werden sollen. Ziel dieses Artikels ist die Beschreibung der Entwicklung und Implementierung eines Didaktiktrainings für Tutoren unseres Skills Lab Innere Medizin. Wir berichten darüber hinaus die Ergebnisse einer retrospektiven Umfrage in Bezug auf studentische Akzeptanz und Erfahrungen mit der Umsetzung des Trainings in der Lehrpraxis. Methoden: Unser Kurs umfasst fünf Module: "Effektiv präsentieren" - Kurzvortrag der Tutoren mit anschließendem Video-Feedback. "Gutes Erklären" - exakte Beschreibung geometrischer Figuren und anschließendes Gruppen-Feedback. "Ad-hoc Erklären" - spontaner Kurzvortrag mit Feedback. "Peyton Methode" - Erklärung und praktische Übung zur Methodik. "Umgang mit schwierigen didaktischen Situationen" - Erarbeitung möglicher Lösungen in schwierigen didaktischen Situationen in Gruppenarbeit. Nach > 6 Monaten Lehrerfahrung beantworteten 23 studentische Tutoren retrospektiv einen elektronischen Fragebogen.Ergebnisse: Das Modul "Effektiv präsentieren" wurde als die hilfreichste Trainingseinheit für die eigene didaktische Befähigung bewertet. Die Tutoren attestierten diesem Modul außerdem die beste Übertragbarkeit für den Skills Lab Unterricht. Fast die Hälfte der Teilnehmer bewertete dieses Modul deshalb auch als das Effektivste. Es folgte die "Peyton Methode", wobei die Umsetzung aus Zeitgründen als schwierig angesehen wurde. Dennoch wurde auch dieses Modul als sehr effektiv bewertet. Die übrigen Module wurden von deutlich weniger Tutoren als besonders effektives Training für didaktische Fähigkeiten bewertet.Schlussfolgerung: Das Pilotprojekt unseres Didaktiktrainings für studentische Tutoren wird zusammen mit einer retrospektiven Evaluation detailliert dargestellt, so dass andere Fakultäten bezüglich einer eigenen Trainingsentwi

The Peer-Assisted Learning (PAL) program at the University of Minnesota has drawn from the best practices of Supplemental Instruction, Peer-Led Team Learning, Structured Learning Assistance, the Emerging Scholars Program, and other successful postsecondary peer cooperative learning models to establish guiding principles for structuring learning sessions. To estimate the impact attending weekly math PAL sessions has on students’ chances of successful course completion, an observational study was conducted fall 2008 of 534 University of Minnesota students enrolled in two undergraduate math courses. Success was defined as passing the class with a C- or above, and failure as receiving a D+ or below, including withdrawals. In addition to PAL attendance, 16 other factors were considered in this analysis. Attending all PAL sessions during the semester corresponded with ten times higher odds of success than attending none. While further experimental studies are needed, these observations suggest that following these guiding principles result in effective peer cooperative learning sessions.

Carbone A., Ross B., Phelan L., Lindsay K., Drew S., Stoney S., Cottman C. (2015). Course evaluation matters: improving students' learning experiences with a peer-assisted teaching programme. Assessment and Evaluation in Higher Education. Available here

This is an Author's Accepted Manuscript of: Raymond, A., Jacob, E., Jacob, D., & Lyons, J. (2016). Peer learning a pedagogical approach to enhance online learning: A qualitative exploration. Nurse education today, 44, 165-169. Article found here