PerSIST: A PAL System for Clinical Skills Training: A Planning and Implementation Framework: Guide Supplement 30.8-Practical Application

Abstract

Context Involving peers as skills tutors has become an increasingly interesting tool in medical and nursing schools worldwide. The Association for Medical Education in Europe (AMEE) adopted the term peer-assisted learning (PAL) to refer to this particular method of learning (Ross & Cameron 2007). PAL is associated with cognitive, pedagogical, attitudinal, social, and economic benefits (Ross & Cameron 2007). In general, the subjective feedback from students on PAL initiatives appears to be very positive (Topping 1996). Peer tutoring has a positive impact on the academic achievements of healthcare students (Santee & Garavalia 2006). A variety of PAL types is currently available and operational. In one method, senior students teach junior students in theoretical and/or practical subjects. This way of ‘‘cross-year teaching’’ is predominantly evaluated as ‘‘effective’’ and ‘‘positive’’ by students in healthcare education (Sobral 2002; Nestel & Kidd 2003; Kernan et al. 2005; Goldsmith et al. 2006). However, PAL also appears to be very useful when student tutees and student tutors are from the same year. Opportunities where same year students support each other during clinical skills training sessions suggest that PAL could add value to their clinical skills acquisition (Iwasiw & Goldenberg 1993; Field et al. 2007).