Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes

Authors

  • Róan Slabbert Central University of Technology Free State, South Africa
  • Jeanette Du Plessis Central University of Technology Free State, South Africa
  • Mpho Jama University of the Free State, South Africa

DOI:

https://doi.org/10.38140/pie.v41i4.7551

Keywords:

communities of learning, extended curriculum programmes, health sciences education, Peer-assisted learning, same-year/level

Abstract

Peer-assisted learning (PAL) encompasses the active acquisition of knowledge and skills among students in similar social settings where teaching one another enables reciprocal learning. Sameyear/ level PAL (SPAL) is applied in theoretical and clinical teaching across medical disciplines worldwide and is regarded as a teaching and learning strategy promoting self-directed learning. However, it is unclear if SPAL is supporting the academic progress and skills development of students placed on extended curriculum programmes (ECP) in health sciences education (HSE) effectively. This paper focuses on ECP tutors and tutees’ experiences of SPAL on their academic, personal and professional development. Six qualitative, semi-structured group interviews were conducted with 41 ECP students (14 tutors and 27 tutees) after they had participated in SPAL sessions. Findings indicate that SPAL supports ECP students not only academically, but also improves graduate attributes and leadership development, and promotes adapting to higher education through the establishment of communities of learning. Embedding structured SPAL sessions into ECPs in HSE was found to be central to the success of this teaching and learning strategy.

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Author Biographies

Jeanette Du Plessis, Central University of Technology Free State, South Africa

Department of Clinical Sciences

Mpho Jama, University of the Free State, South Africa

Office of the Dean

Faculty of Health Sciences

Published

2023-12-13

How to Cite

Slabbert, R., Du Plessis, J., & Jama, M. (2023). Tutor and tutee experiences of same-year/level peer-assisted learning in health sciences’ extended curriculum programmes. Perspectives in Education, 41(4). https://doi.org/10.38140/pie.v41i4.7551

Issue

Section

Research articles