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Interprofessional peer-assisted learning and tutor training practices in health professions education–A snapshot of Germany

Peer-assisted learning (PAL)–especially peer tutorials–are gaining momentum in health professions education, particularly in interprofessional education. As little is known about the use of peer tutorials or the preparation of tutors in this context in Germany and in other countries, this study aims...

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Autores principales: Herinek, Doreen, Woodward-Kron, Robyn, Huber, Marion, Helmer, Stefanie M., Körner, Mirjam, Ewers, Michael
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9749977/
https://www.ncbi.nlm.nih.gov/pubmed/36516177
http://dx.doi.org/10.1371/journal.pone.0278872
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author Herinek, Doreen
Woodward-Kron, Robyn
Huber, Marion
Helmer, Stefanie M.
Körner, Mirjam
Ewers, Michael
author_facet Herinek, Doreen
Woodward-Kron, Robyn
Huber, Marion
Helmer, Stefanie M.
Körner, Mirjam
Ewers, Michael
author_sort Herinek, Doreen
collection PubMed
description Peer-assisted learning (PAL)–especially peer tutorials–are gaining momentum in health professions education, particularly in interprofessional education. As little is known about the use of peer tutorials or the preparation of tutors in this context in Germany and in other countries, this study aims to provide an overview of these interventions. A cross-sectional study with a descriptive-exploratory design was conducted. German institutions for health professions education were contacted, and individuals with pedagogical responsibilities were invited to participate in an online survey. The survey was informed by two studies in which seven domains were identified as important. These included facts about the institution, the offer of PAL, the use of tutorials, and the design of tutor training. The survey used mostly closed-ended questions. The questionnaire was completed by n = 100 participants. Overall, n = 46 participants indicated that PAL was offered at their institution. Of these 46 participants, 32 (70%) indicated that uniprofessional PAL was offered, 2 (4%) indicated that interprofessional PAL was offered, and 12 (26%) indicated that both forms of PAL were offered. Peer tutoring was the most common format in both cases (73% for uniprofessional and 64% for interprofessional PAL), and mandatory interventions were mostly used to prepare the tutors. These interventions were held by educators or lecturers and were offered mostly face-to-face as workshops or as discussions. Deepening the tutors’ social competencies through training was given high relevance. Regarding content, focus was placed on communication, (self-)reflection, and group management. Eighty-eight participants expressed recommendations for future directions in terms of preparing tutors for interprofessional PAL. Minor differences between the use of uniprofessional and interprofessional PAL and tutor training were found. Nevertheless, implementation strategies varied. In future, preparatory measures for tutors should be more uniformly designed and geared to the specific requirements of uniprofessional and interprofessional learning, and that at best on an empirical basis.
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spelling pubmed-97499772022-12-15 Interprofessional peer-assisted learning and tutor training practices in health professions education–A snapshot of Germany Herinek, Doreen Woodward-Kron, Robyn Huber, Marion Helmer, Stefanie M. Körner, Mirjam Ewers, Michael PLoS One Research Article Peer-assisted learning (PAL)–especially peer tutorials–are gaining momentum in health professions education, particularly in interprofessional education. As little is known about the use of peer tutorials or the preparation of tutors in this context in Germany and in other countries, this study aims to provide an overview of these interventions. A cross-sectional study with a descriptive-exploratory design was conducted. German institutions for health professions education were contacted, and individuals with pedagogical responsibilities were invited to participate in an online survey. The survey was informed by two studies in which seven domains were identified as important. These included facts about the institution, the offer of PAL, the use of tutorials, and the design of tutor training. The survey used mostly closed-ended questions. The questionnaire was completed by n = 100 participants. Overall, n = 46 participants indicated that PAL was offered at their institution. Of these 46 participants, 32 (70%) indicated that uniprofessional PAL was offered, 2 (4%) indicated that interprofessional PAL was offered, and 12 (26%) indicated that both forms of PAL were offered. Peer tutoring was the most common format in both cases (73% for uniprofessional and 64% for interprofessional PAL), and mandatory interventions were mostly used to prepare the tutors. These interventions were held by educators or lecturers and were offered mostly face-to-face as workshops or as discussions. Deepening the tutors’ social competencies through training was given high relevance. Regarding content, focus was placed on communication, (self-)reflection, and group management. Eighty-eight participants expressed recommendations for future directions in terms of preparing tutors for interprofessional PAL. Minor differences between the use of uniprofessional and interprofessional PAL and tutor training were found. Nevertheless, implementation strategies varied. In future, preparatory measures for tutors should be more uniformly designed and geared to the specific requirements of uniprofessional and interprofessional learning, and that at best on an empirical basis. Public Library of Science 2022-12-14 /pmc/articles/PMC9749977/ /pubmed/36516177 http://dx.doi.org/10.1371/journal.pone.0278872 Text en © 2022 Herinek et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Herinek, Doreen
Woodward-Kron, Robyn
Huber, Marion
Helmer, Stefanie M.
Körner, Mirjam
Ewers, Michael
Interprofessional peer-assisted learning and tutor training practices in health professions education–A snapshot of Germany
title Interprofessional peer-assisted learning and tutor training practices in health professions education–A snapshot of Germany
title_full Interprofessional peer-assisted learning and tutor training practices in health professions education–A snapshot of Germany
title_fullStr Interprofessional peer-assisted learning and tutor training practices in health professions education–A snapshot of Germany
title_full_unstemmed Interprofessional peer-assisted learning and tutor training practices in health professions education–A snapshot of Germany
title_short Interprofessional peer-assisted learning and tutor training practices in health professions education–A snapshot of Germany
title_sort interprofessional peer-assisted learning and tutor training practices in health professions education–a snapshot of germany
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9749977/
https://www.ncbi.nlm.nih.gov/pubmed/36516177
http://dx.doi.org/10.1371/journal.pone.0278872
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