Abstract
Purpose
Peer assisted learning (PAL) can occur informally as part of a medical programme and complements the formal curriculum. However, little is known about the mechanisms and processes of how informal peer assisted learning (IPAL) is enacted.
Materials and Methods
This paper presents data from an ethnographic and semi-structured interview study with Year 1 and 2 undergraduate medical students at a UK University.
Results
Peers were observed assisting each other informally: a process which developed as part of the integrated, group-based approach to undergraduate medical education at a UK University. IPAL took place both within and outside of formal teaching sessions and included explanation/clarification of particular points, sharing resources, guiding pronunciation, and demonstrating skills. Students placed a high value on IPAL and believed that it was beneficial. When IPAL broke down, this led to negative emotions that presented obstacles to learning, such as resentment.
Conclusions
IPAL is an important part of academic support for medical students and this work shows both its scope, extending from formal to informal teaching, and how it is enacted. This understanding can help educators situate IPAL within student education.
Peer assisted learning (PAL) can occur informally as part of a medical programme and complements the formal curriculum. However, little is known about the mechanisms and processes of how informal peer assisted learning (IPAL) is enacted.
Materials and Methods
This paper presents data from an ethnographic and semi-structured interview study with Year 1 and 2 undergraduate medical students at a UK University.
Results
Peers were observed assisting each other informally: a process which developed as part of the integrated, group-based approach to undergraduate medical education at a UK University. IPAL took place both within and outside of formal teaching sessions and included explanation/clarification of particular points, sharing resources, guiding pronunciation, and demonstrating skills. Students placed a high value on IPAL and believed that it was beneficial. When IPAL broke down, this led to negative emotions that presented obstacles to learning, such as resentment.
Conclusions
IPAL is an important part of academic support for medical students and this work shows both its scope, extending from formal to informal teaching, and how it is enacted. This understanding can help educators situate IPAL within student education.
| Original language | English |
|---|---|
| Article number | e13721 |
| Journal | The clinical teacher |
| DOIs | |
| Publication status | Published - 25 Jan 2024 |