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Teach Learn Med. 2019 Jan-Mar;31(1):7-16. doi: 10.1080/10401334.2018.1550855. Epub 2019 Jan 21.

Conversation Starter: Advancing the Theory of Peer-Assisted Learning.

Author information

1
a Wake Forest School of Medicine , Winston-Salem , North Carolina , USA.
2
b Neurology and Oncology , Wake Forest School of Medicine , Winston-Salem , North Carolina , USA.
3
c Rush Medical College , Chicago , Illinois , USA.
4
d Department of Medical Sciences , Frank H. Netter MD School of Medicine at Quinnipiac University , Hamden , Connecticut , USA.
5
e Department of Pediatrics , University of Colorado School of Medicine , Aurora , Colorado , USA.
6
f Centre for Research in Assessment and Digital Learning , Deakin University , Geelong , Victoria , Australia.
7
g Department of Medical Education , University of Illinois at Chicago College of Medicine , Chicago , Illinois , USA.
8
h Department of Medical Education , Southern Illinois University School of Medicine , Springfield , Illinois , USA.

Abstract

This Conversation Starter article uses four selected abstracts, one each from the four regional Association of American Medical Colleges (AAMC) Group on Educational Affairs (CGEA) 2018 spring meetings, as a springboard for unpacking the definition of peer-assisted learning (PAL). The aim of this article is to prompt deeper reflection on this phenomenon and, in so doing, to foster scholarly program evaluation of this widely adopted instructional approach. This analysis calls for a more nuanced definition of PAL, one that emphasizes process over structure, one that stimulates examination of "doing" PAL and how this affects the personal and professional development of all involved.

KEYWORDS:

curriculum design; curriculum evaluation; educational theory; peer-assisted learning

PMID:
30663897
DOI:
10.1080/10401334.2018.1550855
[Indexed for MEDLINE]

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