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Peer-assisted learning from three perspectives: student, tutor and co-ordinator

Authors


  • Funding: None.

  • Conflict of interest: None.

  • Ethical approval: This paper does not describe research on human subjects and therefore ethical approval was not deemed necessary.

Corresponding author’s contact details: Mr James Giles, Neurosciences Research Group, AV Hill Building, The University of Manchester, Oxford Road, Manchester, M13 9PT, UK. E-mail: james.a.giles@student.manchester.ac.uk

Summary

Background:  Peer-assisted learning (PAL) involves medical students teaching other medical students. Although the concept is not new, formal PAL is a relatively new development in medical education.

Context:  PAL Manchester is a peer-assisted learning scheme that has run for over 6 years at Salford Royal NHS Foundation Trust. It is a student-led scheme that teaches clinical skills to medical students in years 3–5 of the Manchester curriculum. The scheme comprises small group sessions of 12 students and two peer tutors.

Innovation:  Here, we present the experiences of PAL Manchester from three perspectives: student (Francesca Liuzzi), peer tutor (Elspeth Hill) and student co-ordinator (James Giles). These accounts illustrate the roles within PAL Manchester and the personal benefits that may be derived from such a scheme.

Implications:  Different roles for medical students can be developed within a PAL scheme, presenting different challenges and benefits to participants.

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