Planning peer assisted learning (PAL) activities in clinical schools
Abstract Peer Assisted Learning (PAL) is well accepted as an educational method within health professional education, involving a process of socialisation among students. PAL activities provide a framework whereby students are permitted to practice and develop their healthcare and teaching skills. H...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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BMC
2020-12-01
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| Series: | BMC Medical Education |
| Online Access: | https://doi.org/10.1186/s12909-020-02289-w |
| _version_ | 1830483691249336320 |
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| author | Annette Burgess Christie van Diggele Chris Roberts Craig Mellis |
| author_facet | Annette Burgess Christie van Diggele Chris Roberts Craig Mellis |
| author_sort | Annette Burgess |
| collection | DOAJ |
| description | Abstract Peer Assisted Learning (PAL) is well accepted as an educational method within health professional education, involving a process of socialisation among students. PAL activities provide a framework whereby students are permitted to practice and develop their healthcare and teaching skills. However, the success of PAL activities is dependent upon two key factors: the “agency” of the individual students, that is, their willingness to participate; and importantly, the “affordance” of the activity, that is, the invitational quality provided by the clinical school. The purpose of this paper is to assist healthcare educators and administrators responsible for curriculum design, course co-ordination, and educational research, in developing their own PAL activities. Health professional students and junior health professionals leading or participating in PAL activities may also find the paper useful. Based on the authors’ collective experience, and relevant literature, we provide practical tips for the design, implementation and evaluation of PAL activities. |
| first_indexed | 2024-12-21T17:56:40Z |
| format | Article |
| id | doaj.art-e5c7e5ef00ad46c79bf2115370132e66 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-21T17:56:40Z |
| publishDate | 2020-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-e5c7e5ef00ad46c79bf2115370132e662022-12-21T18:55:11ZengBMCBMC Medical Education1472-69202020-12-0120S21710.1186/s12909-020-02289-wPlanning peer assisted learning (PAL) activities in clinical schoolsAnnette Burgess0Christie van Diggele1Chris Roberts2Craig Mellis3The University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, Edward Ford Building A27, The University of SydneyThe University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of SydneyThe University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, Edward Ford Building A27, The University of SydneyThe University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Central Clinical SchoolAbstract Peer Assisted Learning (PAL) is well accepted as an educational method within health professional education, involving a process of socialisation among students. PAL activities provide a framework whereby students are permitted to practice and develop their healthcare and teaching skills. However, the success of PAL activities is dependent upon two key factors: the “agency” of the individual students, that is, their willingness to participate; and importantly, the “affordance” of the activity, that is, the invitational quality provided by the clinical school. The purpose of this paper is to assist healthcare educators and administrators responsible for curriculum design, course co-ordination, and educational research, in developing their own PAL activities. Health professional students and junior health professionals leading or participating in PAL activities may also find the paper useful. Based on the authors’ collective experience, and relevant literature, we provide practical tips for the design, implementation and evaluation of PAL activities.https://doi.org/10.1186/s12909-020-02289-w |
| spellingShingle | Annette Burgess Christie van Diggele Chris Roberts Craig Mellis Planning peer assisted learning (PAL) activities in clinical schools BMC Medical Education |
| title | Planning peer assisted learning (PAL) activities in clinical schools |
| title_full | Planning peer assisted learning (PAL) activities in clinical schools |
| title_fullStr | Planning peer assisted learning (PAL) activities in clinical schools |
| title_full_unstemmed | Planning peer assisted learning (PAL) activities in clinical schools |
| title_short | Planning peer assisted learning (PAL) activities in clinical schools |
| title_sort | planning peer assisted learning pal activities in clinical schools |
| url | https://doi.org/10.1186/s12909-020-02289-w |
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