Peer-assisted learning
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.29352/mill0216.23989 |
Resumo: | 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. |
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Peer-assisted learningAprendizaje asistido por paresAprendizagem assistida por paresEducation and Social Development SciencesIntroduction: 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.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.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.Polytechnic Institute of Viseu (IPV)2021-09-14info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.29352/mill0216.23989eng1647-662X0873-3015Amer, Mona G.Althaqafi, Raad M. M.Assiri, Sara A.Alsufyani, AtheerAlrubaei, Faisal S.Mohamed, Nader M.info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-06T15:00:13Zoai:ojs.revistas.rcaap.pt:article/23989Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:29:34.674396Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Peer-assisted learning Aprendizaje asistido por pares Aprendizagem assistida por pares |
title |
Peer-assisted learning |
spellingShingle |
Peer-assisted learning Amer, Mona G. Education and Social Development Sciences |
title_short |
Peer-assisted learning |
title_full |
Peer-assisted learning |
title_fullStr |
Peer-assisted learning |
title_full_unstemmed |
Peer-assisted learning |
title_sort |
Peer-assisted learning |
author |
Amer, Mona G. |
author_facet |
Amer, Mona G. Althaqafi, Raad M. M. Assiri, Sara A. Alsufyani, Atheer Alrubaei, Faisal S. Mohamed, Nader M. |
author_role |
author |
author2 |
Althaqafi, Raad M. M. Assiri, Sara A. Alsufyani, Atheer Alrubaei, Faisal S. Mohamed, Nader M. |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Amer, Mona G. Althaqafi, Raad M. M. Assiri, Sara A. Alsufyani, Atheer Alrubaei, Faisal S. Mohamed, Nader M. |
dc.subject.por.fl_str_mv |
Education and Social Development Sciences |
topic |
Education and Social Development Sciences |
description |
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. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-09-14 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.29352/mill0216.23989 |
url |
https://doi.org/10.29352/mill0216.23989 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1647-662X 0873-3015 |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Polytechnic Institute of Viseu (IPV) |
publisher.none.fl_str_mv |
Polytechnic Institute of Viseu (IPV) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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