Research Information System
Dokuz Eylül Üniversitesi Tıp Fakültesi Dergisi, vol.37, no.1, pp.17-23, 2023 (Peer-Reviewed Journal)
PEER ASSISTED LEARNING EXPERIENCE IN DOKUZ EYLUL UNIVERSITY FACULTY OF MEDICINE
Aim: Peer-assisted learning is a type of collaborative learning defined as the
acquisition of knowledge and skills through teach and support among similar
status companions. Best method of acquisition of a new knowledge is to teach
and translate to the others. Peer-assisted learning provides cognitive,
behavioral and social benefits to peers and learners. In our Faculty, a practice
where interns took training responsibilty in professional skills program of
preclinical year students has been initiated. This practice provided an
opportunity of educational experience and enhancement of skills for the interns
who participated in professional skills training in previous years. The aim of
this paper is to introduce the experience of peer assisted learning practice which
has been carried out during 2021-2022 academic year.
Methods: Interns have been assigned to the professional skills practice as
trainers for one or two days under the supervision of educators. Interns had
been trained in all skills which they took on responsibility during preclinical
years in Professional Skills Laboratory. At the beginning of academic year
educational videos and learning guides of all skills had been provided to
preclinical year students and interns by Learning Resource Center. Before the
practices, Professional Skills Laboratory trainers presented educational videos
and discussed with students with the purpose of maintaining standardization.
Interns supervised the students as they practiced within small groups of 5 to 6
people while the other students observed and evaluated the practice through
learning guides. During the practices, Professional Skills
Laboratory trainers provided support to the groups by monitoring student
progress. At the end of the academic year, feedbacks from preclinical phase
students and interns were obtained through inquiry forms.
Results: Preclinical phase students gave 3.87-4.14 points out of 5 points to the
efficiency of professional skills program. 94.2% of interns stated that the
practice was beneficial for preclinical students, 64.8% of interns stated that the
practice was beneficial for themselves. Most of the students stated their
satisfaction for getting support from the interns. In general, students stated that
to receive education from peers is fun and educative and to get education
from interns instead of trainers is less stressfull and enabled easy and
comfortable communication. Also, the students stated that, interns shared their
knowledge and skills effectively and as a result they felt more prepared to their
Professional life.
Conclusion: In general, both preclinical phase students and interns were found
to be satisfied with peer assisted learning practice. The practice is planned to be
developed and continued in the coming years.