The Study of Peer-Assisted Learning and Self-Regulated Learning through Clinical- Years Medical Students’ Perspectives
Keywords:
Medical students, Peer-assisted learning, Self-regulated learningAbstract
Background: Clinical-years learning is a part of undergraduate medical training that shifted from lectured-based learning to outcome-based education focusing on authentic situation. There are several learning methods which clinical-years medical students can use for academic achievement such as peer-assisted learning (PAL) and self-regulated learning (SRL).
Objective: This study aimed to assess effectiveness of PAL and SRL in clinical medical students’ perspectives.
Methods: A total of 142 medical students responded to standardized 5-rating scale questionnaire including 6 aspects of perspectives; knowledge acquired, accuracy of information given, clinical skills acquired, active learning stimulation, comfortable learning environment and time consumption. Exploratory factor analysis (EFA) demonstrating component matrix of perspective on PAL and SRL effectiveness were analyzed.
Results: SRL had higher factor loadings (λ) on perspectives toward knowledge acquired, active learning stimulation and comfortable learning environment than PAL (λSRL = 0.799, 0.781 and 0.809 respectively and λPAL = 0.707, 0.658 and 0.632 respectively); however, PAL yielded greater factor loadings on clinical skills learning and time consumption (λPAL = 0.717 and 0.858 respectively) in comparison with SRL (λSRL = 0.521 and 0.703 respectively). There were almost an equal factor loading when regard to the perspectives toward accuracy of information given (λPAL = 0.784 and λSRL = 0.783).
Conclusion: PAL had high impact on clinical skills learning because peer-learners could interact with peer-teachers. SRL provided much knowledge acquired because researching and summarizing information individually would promote long-term memories and stimulated active learning in many medical students. Both methods should be encouraged simultaneously in order to promote successful learning outcomes.
References
Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):e421-e44.
Williams B. Case based learning—a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med J. 2005;22(8):577-81.
El-Masry R, Ghreiz SM, Helal RM, Audeh AM, Shams T. Perceived stress and burnout among medical students during the clinical period of their education. Ibnosina J Med Biomed Sci. 2013;5(4):179-87.
Kantiwong A, Charoensakulchai S. What Learning Resource Persons do Clinical Medical Students Prefer? MedEdPublish. 2018;7.
Flexner A. Medical education in the United States and Canada. Bull World Health Organ. 2002;80:594-602.
Peterson MW, Rowat J, Kreiter C, Mandel J. Medical students’ use of information resources: Is the digital age dawning? Acad Med. 2004;79(1):89-95.
Henning JM, Weidner TG, Marty MC. Peer assisted learning in clinical education: Literature review. Athletic Training Education Journal. 2008;3(3):84-90.
Silbert BI, Lake FR. Peer-assisted learning in teaching clinical examination to junior medical students. Med Teach. 2012;34(5):392-7.
Furmedge DS, Iwata K, Gill D. Peer-assisted learning–Beyond teaching: How can medical students contribute to the undergraduate curriculum? Med Teach. 2014;36(9):812-7.
Berkhout JJ, Helmich E, Teunissen PW, van der Vleuten CP, Jaarsma ADC. How clinical medical students perceive others to influence their self-regulated learning. Med Educ. 2017;51(3):269-79.
Brydges R, Carnahan H, Safir O, Dubrowski A. How effective is self-guided learning of clinical technical skills? It’s all about process. Med Educ. 2009;43(6):507-15.
Kuiper RA, Pesut DJ. Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory. J Adv Nurs. 2004;45(4):381-91.
Dornan T, Hadfield J, Brown M, Boshuizen H, Scherpbier A. How can medical students learn in a self-directed way in the clinical environment? Design-based research. Med Educ. 2005;39(4):356-64.
Charoensakulchai S, Kantiwong A, Piyaraj P. Factors Influencing Problem-Based Learning: Students’ and Teachers’ Perspectives. MedEdPublish. 2019;8.
Tabachnick BG, Fidell LS, Ullman JB. Using multivariate statistics: Pearson Boston, MA; 2007.
Busari JO, Prince KJ, Scherpbier AJ, Vleuten CPvd, Essed GG. How residents perceive their teaching role in the clinical setting: a qualitative study. Med Teach. 2002;24(1): 57-61.
O. Busari AJS, Cees PM Van Der Vleuten, Gerard E. Essed, Jamiu. Residents’ perception of their role in teaching undergraduate students in the clinical setting. Med Teach. 2000;22(4):348-53.
Turan S, Demirel O, Sayek I. Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula. Med Teach. 2009;31(10):e477-e83.
Sungur S, Tekkaya C. Effects of problem-based learning and traditional instruction on self-regulated learning. The journal of educational research. 2006;99(5):307-20.
Berkhout JJ, Helmich E, Teunissen PW, van der Vleuten CP, Jaarsma ADC. Context matters when striving to promote active and lifelong learning in medical education. Med Educ. 2018;52(1):34-44.
Glynn LG, MacFarlane A, Kelly M, Cantillon P, Murphy AW. Helping each other to learn–a process evaluation of peer assisted learning. BMC Med Educ. 2006;6(1):18.
Nicky Hudson J, Tonkin AL. Clinical skills education: outcomes of relationships between junior medical students, senior peers and simulated patients. Med Educ. 2008;42(9): 901-8.
Saipanish R. Stress among medical students in a Thai medical school. Med Teach. 2003;25(5):502-6.
Bennett D, O’Flynn S, Kelly M. Peer assisted learning in the clinical setting: an activity systems analysis. Advances in health sciences education. 2015;20(3):595-610.
