Abstract
Background:
Peer tutoring is an increasingly utilised teaching method in medical curricula that involves the sharing of knowledge between individuals at a similar educational level. Peer tutoring is associated with many benefits, including the development of key transferable skills such as leadership and teaching techniques. The integral role of teaching required as a medical professional is recognised by the General Medical Council (GMC), and calls for increased development of teaching abilities during medical training. Although peer tutoring is well-explored in the literature, the perceptions of the peer tutors are less explored. This study aims to explore Year 3 medical student’s perceptions of peer tutoring in clinical communication teaching.
Methods:
As part of Imperial College’s Clinical Communication programme, Year 3 MBBS students were offered the opportunity to act as Peer Tutors for their Year 1 MBBS peers by leading two simulated patient interview sessions. All Year 3 MBBS students who participated in the peer tutoring scheme were recruited for this study (n = 21), comprising questionnaires (free text responses), focus groups and individual student interviews. Data was analysed using thematic analysis.
Results:
Three key research questions were explored; the motivation to participate in peer tutoring, skills gained from the experience and the advantages of peer tutoring in medical education. Three themes were identified:a fundamental enjoyment of teaching, being previously taught by a peer tutor and feeling a duty to give back. Key skills gained from peer tutoring included:feedback-giving skills and transferable skills such as teamwork, communication and listening skills.
Conclusions:
Our study highlights the benefits medical students gain from participating in peer tutoring schemes since it provides a foundation for building valuable teaching experience, which students will inevitably utilise in their medical career. The results demonstrate the positive attitude students have towards future exposure to peer tutoring thus proposing further incorporation of peer tutoring schemes in medical curricula.