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首页> 外文期刊>Advances in Medical Education and Practice >Effect of Peer-Assisted Learning on Enhancing Clinical Research Skills Among Medical Students: Students’ and Tutors’ Perceptions
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Effect of Peer-Assisted Learning on Enhancing Clinical Research Skills Among Medical Students: Students’ and Tutors’ Perceptions

机译：同行辅助学习对医学生临床研究技能的影响：学生和辅导者的看法

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Purpose:Research methodology is an essential part of evidence-based medicine. Many educational programs include clinical research methodology within their curriculum. Moreover, students' preferences for learning methods are different than before, as they now prefer alternative methods, such as peer teaching. Peer-assisted learning enhances students' tutoring skills. Thus, the current study aimed to evaluate the effect of peer teaching on enhancing clinical research skills.Participants and Methods:Peer-assisted learning was evaluated during a four-week online research methodology course designed for medical students at King Abdulaziz University. A total of 121 students' and 38 tutors' attitudes and perceptions of peer teaching were evaluated using a self-administered questionnaire. The effectiveness of peer teaching was assessed using pre- and post-course knowledge tests. Chi-square was used to assess the association of qualitative data, and Mann-Whitney U-test and Wilcoxon rank test were used as nonparametric tests for the variables that were not normally distributed.Results:The post-course knowledge score was significantly higher than the pre-test score. Students had a positive perception of peer-assisted learning. Over 90% of the students preferred peer-assisted learning to traditional teaching. Similarly, the tutors had significantly positive perceptions of peer-assisted teaching. Younger students who had higher post-test mean knowledge scores had a good perception of peer teaching.Conclusion:The current study demonstrates students' and tutors' positive perceptions of peer-assisted learning as well as the effectiveness of peer learning. Medical schools should pay more attention to students and prepare them for peer-teacher roles.? 2021 Jawhari et al.
机译：目的：研究方法是循证医学的重要组成部分。许多教育计划包括课程内的临床研究方法。此外，学生对学习方法的偏好与以前不同，因为他们现在更喜欢替代方法，例如同伴教学。同行辅助学习提升了学生的辅导技巧。因此，目前的研究旨在评估同伴教学对增强临床研究技能的影响。帕蒂金属和方法：在为Abdulaziz大学国王专为医学生设计的为期四周的在线研究方法论课程中评估了同行辅助学习。使用自我管理的调查问卷评估共有121名学生和38个辅导员的对同行教学的看法。使用前后知识测试评估同伴教学的有效性。 Chi-Square用于评估定性数据的关联，Mann-Whitney U-Test和Wilcoxon等级测试用作通常分布的变量的非参数测试。结果：课程后知识分数明显高于预测试分数。学生对同伴辅助学习的积极看法。超过90％的学生更喜欢同行协助的传统教学。同样，辅导员对同行辅助教学具有显着积极的看法。较高后测试均值的年轻学生对同伴教学具有良好的感知。结论：目前的研究表明，学生们对同行辅助学习的积极看法以及同伴学习的有效性。医学院应该更加关注学生并为同伴教师角色做好准备。 2021 Jawhari等。

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