Simone Alvarez1, Kathrin Dethleffsen2, Tobias Esper3, Astrid Horneffer4, Kirsten Reschke5, Jobst-Hendrik Schultz6. 1. Clinic for General Internal Medicine and Psychosomatics, University Clinic Heidelberg, Heidelberg, Germany. Electronic address: Simone.alvarez@med.uni-heidelberg.de. 2. LMU Co.Med, Medical Faculty, LMU Munich, Germany. 3. Medical Interprofessional Training Center, Medical Faculty Carl Gustav Carus, Technical University Dresden, Germany. 4. Medical Faculty, Dean's Office, Ulm University, Germany. 5. University Clinic for Nephrology and Hypertension, Diabetology and Endocrinology, Magdeburg University, Germany. 6. Clinic for General Internal Medicine and Psychosomatics, University Clinic Heidelberg, Heidelberg, Germany.
Abstract
BACKGROUND: An increased popularity of peer-assisted learning in medical schools all over the globe has caused a growing interest in taking a closer look into how student tutors are trained to handle the task. This article provides an overview of the tutor training strategies at five medical faculties in Germany. METHODS: Nine German medical faculties with an evident tutor training strategy were contacted by phone or e-mail. Ultimately, five of the nine contacted faculties responded and provided a detailed overview of their individual tutor training. RESULTS: In many cases, tutors receive a mandatory didactic training in preparation of the tutorials and also an additional technical or specialized training. Frequently, tutor training is provided within the framework of an organized, faculty-based tutor training program. There is a trend towards a needs-adapted training strategy. CONCLUSION: There is a broad variety of peer teaching and tutor training strategies at the various faculties surveyed. Their individual characteristics are determined by factors such as the nature of tutorials and the number of students.
BACKGROUND: An increased popularity of peer-assisted learning in medical schools all over the globe has caused a growing interest in taking a closer look into how student tutors are trained to handle the task. This article provides an overview of the tutor training strategies at five medical faculties in Germany. METHODS: Nine German medical faculties with an evident tutor training strategy were contacted by phone or e-mail. Ultimately, five of the nine contacted faculties responded and provided a detailed overview of their individual tutor training. RESULTS: In many cases, tutors receive a mandatory didactic training in preparation of the tutorials and also an additional technical or specialized training. Frequently, tutor training is provided within the framework of an organized, faculty-based tutor training program. There is a trend towards a needs-adapted training strategy. CONCLUSION: There is a broad variety of peer teaching and tutor training strategies at the various faculties surveyed. Their individual characteristics are determined by factors such as the nature of tutorials and the number of students.