Perception of medical students about courses based on peer-assisted learning in five Peruvian universities
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RESEARCH NOTE
Perception of medical students about courses based on peer‑assisted learning in five Peruvian universities Anderson N. Soriano‑Moreno1* , Jose E. Delgado‑Raygada2, C. Ichiro Peralta3, Estefania S. Serrano‑Díaz4, Jaquelin M. Canaza‑Apaza1 and Carlos J. Toro‑Huamanchumo5,6
Abstract Objectives: Peer-assisted learning (PAL) is a supportive strategy in medical education. In Peru, this method has been implemented by few universities. However, there are no consistent studies evaluating their acceptability by medical students. The objective of this study was to evaluate the perception of medical students about PAL in five Peruvian universities. Results: A total of 79 medical students were included in the study. The mean age was 20.1 ± 1.9 years, 54% were female, and 87% were in the first 4 years of study. Most of the students were satisfied with classes and peer teachers. Similarly, most of the students agreed with the interest in developing teaching skills. It was also observed that 97% of students approved to implement PAL in medical education programs. Keywords: Peer group, Learning, Medical students, Medical education, Peru Introduction Peer-assisted learning (PAL) is a supportive strategy that consists of students helping their peers to learn while they are involved in the learning process by teaching [1]. Over the years, PAL has become part of medical education programs in different countries and has been identified as an enriching and effective learning method [2–5]. In the United States, 76% of medical schools have implemented this methodology as a complementary activity of regular career courses [6]. In Latin America, PAL has been recently developed as part of educational reforms to improve teaching quality [7]. This innovative method has demonstrated benefits for both peer teachers and learners. Some of the benefits for peer teachers are the development of complex teaching
skills, leadership skills, communicative skills, a gain in self-confidence and learning consolidation [1, 3, 4, 8, 9]. The most important advantages for peer learners are the reinforcement of clinical knowledge, the facilitation of the learning process and the enhancement of their academic level [1, 3, 9, 10]. In Peru, the Academic Standing Committee, part of the Sociedad Cientifica Medico Estudiantil Peruana (SOCIMEP), has been promoting the implementation of academic tools with innovative and highly effective methods in many affiliated medical schools. Among these tools, activities using PAL seemed to have achieved high acceptance by medical students. However, there is a lack of objective measurements about the real effectiveness of PAL, as well as its impact on the students’ satisfaction. Therefore, this study aimed to evaluate the perception of medical students about PAL in five Peruvian universities.
*Correspondence: [email protected] 1 Sociedad Científica de Estudiantes de Medicina de la Universidad Peruana Unión, Universidad Peruana Unión, Lima, Peru Full list of author information is a
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