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Peer-assisted learning-Beyond teaching: How can medical students contribute to the undergraduate curriculum?

机译：同伴辅助学习-超越教学：医学生如何为本科课程做出贡献？

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Introduction: Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented. Case studies: Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices. Discussion: These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain. Conclusions: Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted "teaching". In particular, they are in a prime position to develop resources and conduct research and evaluation within the program. Their participation in all stages enables them to feel involved in course development and education of their peers and ultimately leads to an increase in student satisfaction.
机译：简介：近年来，随着许多医学院正式将对等教学计划纳入课程中，对等辅助学习（PAL）变得越来越流行。 PAL具有良好的证据基础，对同peer和同-都有益。除了教学之外，还没有广泛地记录到赋予学生发展最广泛意义上的教育的能力。案例研究：五个带有支持性评估证据的案例研究表明，在本科医学课程中，许多由同伴主导的项目取得了成功，尤其是在已将其纳入正式教学实践的地方。讨论：这些案例研究确定了PAL运作良好的五个教学和学习支持领域：教学和学习，资源开发，同伴评估，教育研究与评估以及指导和支持。每个案例都提供了使学生参与各个领域的方法。结论：除了简单地提供同伴协助的“教学”之外，医学生还可以为本科医学课程的设计和交付做出重大贡献。特别是，他们在计划内开发资源以及进行研究和评估方面处于最有利的地位。他们在所有阶段的参与使他们感到参与同伴的课程开发和教育，并最终提高了学生的满意度。

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