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http://dx.doi.org/10.7861/fhj.10-3-s58 | DOI Listing |
J Endocr Soc
January 2025
Department of Pathology, University of Colorado Anschutz Medical Campus, Aurora, CO 80045, USA.
Child Health Nurs Res
October 2024
Assistant Professor, Research Institute of Nursing Science, College of Nursing, Daegu Catholic University, Daegu, Korea.
Purpose: This study aimed to systematically review studies on the effect of peer tutoring on pediatric nursing education for nursing students and identify its contents and characteristics.
Methods: A comprehensive search was conducted from November to December 2023 across databases including PubMed, Embase, CENTRAL, CINAHL, ProQuest, and others. We included both published and unpublished literature in English or Korean.
Near-peer tutoring (NPT) programs greatly prepare tutors for future teaching roles. However, without a comprehensive curricular framework, institutions may not adequately track the knowledge and skills tutors gain from these programs. We propose a competency-based peer-assisted coaching and tutoring (ComPACT) framework that captures tutors' progression as educators and supports their training through a community of practice.
View Article and Find Full Text PDFBMC Med Educ
August 2024
School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Camperdown, 2006, Australia.
Background: Work-integrated learning (WIL) is a core aspect of allied health education. WIL placements typically focus on developing clinical skills, with broader conceptions of work readiness a secondary consideration. Near-peer mentoring (NPM), where senior students mentor junior students, is one WIL placement model that holds promise for developing students' work readiness, along with additional benefits for educators and service users.
View Article and Find Full Text PDFMed Sci Educ
August 2024
University of Virginia School of Medicine, Charlottesville, VA USA.
We describe the development of two formats of a Students as Teachers (SaT) program that was designed to train fourth-year medical students as near-peer teachers in the pre-clinical classroom. This program has served 191 students since its inception in 2017 through a 2-week credit bearing elective or an evening workshop series. We describe key elements of the courses and positive outcomes of our program within a learning communities' framework.
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