Mohammad Balilah1, Mohammad Babgi2, Walaa Alnemari3, Ahmad Binjabi4, Rania Zaini3, Altaf Abdulkhaliq5, Alaa Monjed4, Salwa Aldahlawi6, Hani Almoallim4. 1. Department of Medical Education, Rabigh Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia. 2. Department of Cardiac Surgery, King Abdullah Medical City, Makkah, Saudi Arabia. 3. Department of Medical Education, Faculty of Medicine, Umm Alqura University, Makkah, Saudi Arabia. 4. Department of Medicine, Faculty of Medicine, Umm Alqura University, Makkah, Saudi Arabia. 5. Department of Biochemistry, Faculty of Medicine, Umm Alqura University, Makkah, Saudi Arabia. 6. Department of basic and clinical oral sciences, Faculty of Dentistry, Umm Alqura University, Makkah, Saudi Arabia.
Abstract
PHENOMENON: Peer-assisted learning (PAL) is increasingly used in different fields of education, including medical education, due to its established advantages. However, there are scarce data about the best practice guidelines for PAL program evaluation. The aim of this work was to develop a framework that can describe and develop PAL programs and consequently provide a tool for evaluation and comparison of PAL programs among different institutions. APPROACH: A thorough literature review was made for assessment of different PAL programs development and implementation strategies, and PAL leaders at the University of Umm Al-Qura in Saudi Arabia were interviewed for development and revision of a framework for PAL program development, description and evaluation. FINDINGS: A framework of four sections was developed ie context, theory, implementation processes and outcomes, and emergence. The context includes the learning objectives and the logistics. The theory includes the content nature, program design, number of tutees and tutors, participation, program orientation, program duration and timing, tutor recruitment and preparation and faculty involvement. Implementation process and outcome section includes the feedback collection and the pre- and post-intervention students' assessment. The emergence includes tracking the program evolution. INSIGHTS: Development of a clear well-defined framework for description, implementation and evaluation of a PAL educational program can provide a foundation to unify the terms organizations use to communicate the parameters of PAL programs and overcome the jargon about PAL in the literature. It also can provide comparisons between the programs in an attempt to set best practice guidelines in the future for PAL program developing and implementation.
PHENOMENON: Peer-assisted learning (PAL) is increasingly used in different fields of education, including medical education, due to its established advantages. However, there are scarce data about the best practice guidelines for PAL program evaluation. The aim of this work was to develop a framework that can describe and develop PAL programs and consequently provide a tool for evaluation and comparison of PAL programs among different institutions. APPROACH: A thorough literature review was made for assessment of different PAL programs development and implementation strategies, and PAL leaders at the University of Umm Al-Qura in Saudi Arabia were interviewed for development and revision of a framework for PAL program development, description and evaluation. FINDINGS: A framework of four sections was developed ie context, theory, implementation processes and outcomes, and emergence. The context includes the learning objectives and the logistics. The theory includes the content nature, program design, number of tutees and tutors, participation, program orientation, program duration and timing, tutor recruitment and preparation and faculty involvement. Implementation process and outcome section includes the feedback collection and the pre- and post-intervention students' assessment. The emergence includes tracking the program evolution. INSIGHTS: Development of a clear well-defined framework for description, implementation and evaluation of a PAL educational program can provide a foundation to unify the terms organizations use to communicate the parameters of PAL programs and overcome the jargon about PAL in the literature. It also can provide comparisons between the programs in an attempt to set best practice guidelines in the future for PAL program developing and implementation.
Authors: Anne Herrmann-Werner; Regina Gramer; Rebecca Erschens; Christoph Nikendei; Annette Wosnik; Jan Griewatz; Stephan Zipfel; Florian Junne Journal: Z Evid Fortbild Qual Gesundhwes Date: 2017-02-09