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기본의학교육에서 동료지원학습의 활용과 효과

Other Titles
 Utilization and Effects of Peer‐Assisted Learning in Basic Medical Education 
Authors
 노혜린 
Citation
 Korean Medical Education Review (의학교육논단), Vol.23(1) : 11-22, 2021 
Journal Title
Korean Medical Education Review(의학교육논단)
ISSN
 2092-5603 
Issue Date
2021
Keywords
Medical students ; Mentoring ; Undergraduate medical education
Abstract
This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students’ personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students’ leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.
Files in This Item:
23_1-11_22.pdf Download
DOI
10.17496/kmer.2021.23.1.11
Appears in Collections:
6. Others (기타) > Korean Medical Education Review (의학교육논단) > 1. Publications
URI
https://ir.ymlib.yonsei.ac.kr/handle/22282913/185085
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