Implementing peer tutoring in a graduate medical education programme.
BACKGROUND
In modern times, peer tutoring methods have been explored in health care education for over 30 years. In this paper, we report our experience of implementing a peer-tutoring approach to Clinical Skills Laboratory (CSL) training in the Graduate Entry in Medicine Programme (GEM) at University College Cork.


METHODS
Eighteen fourth-year medical students were recruited as peer tutors for CSL sessions on physical examination. In order to standardise the process, we developed a training course for peer tutors that comprised two stages. They then ran the practical sessions with junior students, under the watchful eye of medical educators. At the end of the last CSL session, the students were given 10 minutes to reflect individually on the experience, and were asked to complete a feedback form.


RESULTS
Twenty-four of the 42 GEM students and six of the seven Senior Tutors (STs) completed and returned their feedback forms. With the caveats of small sample sizes and low response rates, both groups reported that they had both positive and negative experiences of peer tutoring, but that the positive experiences predominated.


CONCLUSIONS
The overall experience was positive. In terms of the primary thesis of this study, the STs thought that they were well prepared by the teaching staff to take part in these teaching sessions.
School of Medicine, University College Cork, Cork, Ireland. r.kennedy@ucc.ie
Rossana
R
Salerno-Kennedy
Pat
P
Henn
Siun
S
O'Flynn
D016022:Case-Control Studies; D003479:Curriculum; D004503:Education, Medical, Graduate / Q000379:methods*; D005260:Female; D006801:Humans; D007857:Leadership; D008297:Male; D008611:Mentors; D010379:Peer Group; D013337:Students, Medical; D013663:Teaching / Q000379:methods*