Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes
Peer-assisted learning (PAL) encompasses the active acquisition of knowledge and skills among students in similar social settings where teaching one another enables reciprocal learning. Sameyear/ level PAL (SPAL) is applied in theoretical and clinical teaching across medical disciplines worldwide a...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University of the Free State
2023-12-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | https://journals.ufs.ac.za/index.php/pie/article/view/7551 |
| _version_ | 1797263351360782336 |
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| author | Róan Slabbert Jeanette Du Plessis Mpho Jama |
| author_facet | Róan Slabbert Jeanette Du Plessis Mpho Jama |
| author_sort | Róan Slabbert |
| collection | DOAJ |
| description |
Peer-assisted learning (PAL) encompasses the active acquisition of knowledge and skills among students in similar social settings where teaching one another enables reciprocal learning. Sameyear/ level PAL (SPAL) is applied in theoretical and clinical teaching across medical disciplines worldwide and is regarded as a teaching and learning strategy promoting self-directed learning. However, it is unclear if SPAL is supporting the academic progress and skills development of students placed on extended curriculum programmes (ECP) in health sciences education (HSE) effectively. This paper focuses on ECP tutors and tutees’ experiences of SPAL on their academic, personal and professional development. Six qualitative, semi-structured group interviews were conducted with 41 ECP students (14 tutors and 27 tutees) after they had participated in SPAL sessions. Findings indicate that SPAL supports ECP students not only academically, but also improves graduate attributes and leadership development, and promotes adapting to higher education through the establishment of communities of learning. Embedding structured SPAL sessions into ECPs in HSE was found to be central to the success of this teaching and learning strategy.
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| first_indexed | 2024-04-25T00:11:37Z |
| format | Article |
| id | doaj.art-c1f2c9fd15b14544b69b9b6147c9fbe7 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-25T00:11:37Z |
| publishDate | 2023-12-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-c1f2c9fd15b14544b69b9b6147c9fbe72024-03-13T11:07:59ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2023-12-0141410.38140/pie.v41i4.7551Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmesRóan Slabbert0Jeanette Du Plessis1Mpho Jama2Central University of Technology Free State, South AfricaCentral University of Technology Free State, South AfricaUniversity of the Free State, South Africa Peer-assisted learning (PAL) encompasses the active acquisition of knowledge and skills among students in similar social settings where teaching one another enables reciprocal learning. Sameyear/ level PAL (SPAL) is applied in theoretical and clinical teaching across medical disciplines worldwide and is regarded as a teaching and learning strategy promoting self-directed learning. However, it is unclear if SPAL is supporting the academic progress and skills development of students placed on extended curriculum programmes (ECP) in health sciences education (HSE) effectively. This paper focuses on ECP tutors and tutees’ experiences of SPAL on their academic, personal and professional development. Six qualitative, semi-structured group interviews were conducted with 41 ECP students (14 tutors and 27 tutees) after they had participated in SPAL sessions. Findings indicate that SPAL supports ECP students not only academically, but also improves graduate attributes and leadership development, and promotes adapting to higher education through the establishment of communities of learning. Embedding structured SPAL sessions into ECPs in HSE was found to be central to the success of this teaching and learning strategy. https://journals.ufs.ac.za/index.php/pie/article/view/7551communities of learningextended curriculum programmeshealth sciences educationPeer-assisted learningsame-year/level |
| spellingShingle | Róan Slabbert Jeanette Du Plessis Mpho Jama Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes Perspectives in Education communities of learning extended curriculum programmes health sciences education Peer-assisted learning same-year/level |
| title | Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes |
| title_full | Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes |
| title_fullStr | Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes |
| title_full_unstemmed | Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes |
| title_short | Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes |
| title_sort | tutor and tutee experiences of same year level peer assisted learning in health sciences extended curriculum programmes |
| topic | communities of learning extended curriculum programmes health sciences education Peer-assisted learning same-year/level |
| url | https://journals.ufs.ac.za/index.php/pie/article/view/7551 |
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