Understanding the experience of being taught by peers: the value of social and cognitive congruence |
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Authors: | Tai M Lockspeiser Patricia O’Sullivan Arianne Teherani Jessica Muller |
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Institution: | (1) School of Medicine, Office of Medical Education, University of California, 521 Parnassus Ave, Box 0410, San Francisco, CA 94143-0410, USA |
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Abstract: | Background Medical schools use supplemental peer-teaching programs even though there is little research on students’ actual experiences
with this form of instruction.
Purpose To understand the student experience of being taught by peers instead of by faculty.
Methods We conducted focus groups with first- and second-year medical students participating in a supplemental peer-teaching program
at one institution. From the learner focus group themes, we developed a questionnaire and surveyed all first-year students.
Results Focus groups revealed four learner themes: learning from near-peers, exposure to second-year students, need for review and
synthesis, teaching modalities and for the peer-teachers, the theme of benefits for the teacher. Factor analysis of the survey
responses resulted in three factors: second-year students as teachers, the benefit of peer-teachers instead of faculty, and
the peer-teaching process. Scores on these factors correlated with attendance in the peer-teaching program (P < .05).
Conclusions Students valued learning from near-peers because of their recent experience with the materials and their ability to understand
the students’ struggles in medical school. Students with the highest participation in the program valued the unique aspects
of this kind of teaching most. Areas for improvement for this program were identified. |
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Keywords: | Peer-teaching Undergraduate medical education Tutoring Preclinical education Curriculum Medical student teachers |
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