Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach
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SHORT COMMUNICATION
Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach Amy Ransohoff 1
&
Christy Boscardin 2
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Karen E. Hauer 3
&
Susan Wlodarczyk 4
Accepted: 26 October 2020 # International Association of Medical Science Educators 2020
Abstract To address the problem of students cramming for examinations using short-term memorization, we developed an interactive session for first-year medical students in which a near-peer discussed evidence-based learning strategies and how to apply them to specific curricular activities to promote long-term retention and deep understanding. Immediate and delayed post-survey data suggested this new session promoted adoption of evidence-based learning strategies and was well-received by students. Keywords Near-peer . Peer-assisted learning . Undergraduate medical education . Learning sciences . Studying strategies
Background Tasked with learning extensive new knowledge, many students must adapt their approach to studying in medical school to promote durable retention and application of knowledge. To facilitate this learning, our first-year curriculum previously included a lecture by faculty introducing students to evidencebased learning strategies from the learning sciences. A student focus group revealed that our faculty-led approach of disproving “myths” about learning (such as discouraging the
* Amy Ransohoff [email protected] Christy Boscardin [email protected] Karen E. Hauer [email protected] Susan Wlodarczyk [email protected] 1
San Francisco (UCSF) Office of Medical Education, University of California, 533 Parnassus Avenue, Suite U-80, San Francisco, CA 94143, USA
2
UCSF Office of Medical Education, 533 Parnassus Avenue, Suite U-80, Box 0710, San Francisco, CA 94143, USA
3
University of California, San Francisco, 533 Parnassus Ave, U80, Box 0710, San Francisco, CA 94143, USA
4
University of California San Francisco, San Francisco VA Medical Center, 4150 Clement Street, San Francisco, CA 94121, USA
use of cramming) was ineffective and led students to feel defensive about their prior learning strategies, such as highlighting texts or studying isolated topics just before an exam. Students also emphasized the need to move away from abstract theory and instead provide concrete examples of effective study strategies that they could apply within their curriculum.
Activity To make evidence-based learning strategies more accessible, we revised our approach to teaching the learning sciences by developing an interactive session led by a near-peer. Peerassisted learning, well established in medical education, is broadly defined as learning facilitated by a near-peer at the same or a level above the learner. Near-peer learning succeeds because of cognitive congruence, or the similarity of recent learning experience and training level. Medical students have highlighted near-peers’ ability to better understand their learning difficulties as a strength of near-peer teaching [1]. We found no reports on near-peer teaching relate
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