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Peer tutoring in clinical communication teaching: the experience of 1st year students and their peer tutors.
| Content Provider | Europe PMC |
|---|---|
| Author | Belsi, Athina Murtagh, Ged M. |
| Copyright Year | 2018 |
| Description | This article was migrated. The article was marked as recommended. This study explored the impact of peer tutoring in Clinical Communication teaching as it was expressed in the views of Year 1 students and their Peer Tutors at Imperial College London. Methods: a mixed methods approach was used combining questionnaires and focus groups. Quantitative findings were analysed using SPSS v23 and qualitative findings were analysed using Framework Methodology. Results: the findings suggest a very positive experience for both Year 1 students and their Peer Tutors with the former reporting feeling supported to practice and improve on their Clinical Communication Skills in a collaborative environment, being taught and learning from peers who would share their past educational experiences. No significant differences were found between students taught by Peer Tutors and those taught by Course Tutors. Peer Tutors on the other hand, reported an equally positive experience, which gave them an insight into teaching, improved their leadership and feedback skills, enhanced their confidence and helped them reflect on their own Clinical Communication skills. Conclusion: peer tutoring has many advantages as an educational method in medical education and Clinical Communication teaching and should be promoted in medical curricula. |
| Abstract | This article was migrated. The article was marked as recommended.This study explored the impact of peer tutoring in Clinical Communication teaching as it was expressed in the views of Year 1 students and their Peer Tutors at Imperial College London.Methods: a mixed methods approach was used combining questionnaires and focus groups. Quantitative findings were analysed using SPSS v23 and qualitative findings were analysed using Framework Methodology.Results: the findings suggest a very positive experience for both Year 1 students and their Peer Tutors with the former reporting feeling supported to practice and improve on their Clinical Communication Skills in a collaborative environment, being taught and learning from peers who would share their past educational experiences. No significant differences were found between students taught by Peer Tutors and those taught by Course Tutors. Peer Tutors on the other hand, reported an equally positive experience, which gave them an insight into teaching, improved their leadership and feedback skills, enhanced their confidence and helped them reflect on their own Clinical Communication skills.Conclusion: peer tutoring has many advantages as an educational method in medical education and Clinical Communication teaching and should be promoted in medical curricula. |
| Related Links | https://europepmc.org/backend/ptpmcrender.fcgi?accid=PMC10699383&blobtype=pdf |
| Volume Number | 7 |
| DOI | 10.15694/mep.2018.0000135.1 |
| PubMed Central reference number | PMC10699383 |
| PubMed reference number | 38074557 |
| Journal | MedEdPublish [MedEdPublish (2016)] |
| e-ISSN | 23127996 |
| Language | English |
| Publisher | F1000 Research Limited |
| Publisher Date | 2018-06-20 |
| Publisher Place | London, UK |
| Access Restriction | Open |
| Rights License | This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Copyright: © 2018 Belsi A and Murtagh GM |
| Subject Keyword | Clinical Communication Peer Tutoring Feedback Facilitation Teaching Experience |
| Content Type | Text |
| Resource Type | Article |
| Subject | Medicine |
