A Preference for Peers over Faculty: Implementation and Evaluation of Medical Student-Led Physiology Exam Review Tutorials

Autor/inn/en	Frisch, Emily H.; Bhatter, Param; Grimaud, Logan W.; Tiourin, Ekaterina; Youm, Julie H.; Greenberg, Milton L.
Titel	A Preference for Peers over Faculty: Implementation and Evaluation of Medical Student-Led Physiology Exam Review Tutorials
Quelle	In: Advances in Physiology Education, 44 (2020) 4, S.520-524 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Peer Teaching; Medical Students; Physiology; Test Reviews; Instructional Effectiveness; Test Anxiety; Small Group Instruction; California (Irvine) + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Physiologie; Unterrichtserfolg; Examination phobia; Testangst; Prüfungsangst
Abstract	Review sessions before examinations are an effective method to reduce anxiety and improve understanding of exam material in first-year undergraduate medical education (UGME). This study investigates the effectiveness of peer-assisted learning (PAL) for small-group preexam physiology review sessions led by second-year students (MS2) compared with faculty-led, large-group review sessions. In this study, the authors sought to combine both PAL and small-group approaches to complement the existing faculty-led physiology preexam review sessions to improve student mastery of the material, student perceptions of their education, and reduction of exam anxiety. In an ideal comparison, faculty-led, small-group sessions would be compared with PAL small-group sessions. Although faculty-led, small-group sessions are extremely effective, the cost and resources needed for hiring multiple faculty often make it difficult in practice. The authors detail conceptualization, implementation, and evaluation of a small-group format PAL tutorial session, which can be broadly applied throughout the medical curriculum. It is believed this is the first study that combines small-group learning with PAL and compares it to larger faculty-led review sessions in medical physiology education. (ERIC).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01