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    Getting started with peer-assisted learning in a veterinary curriculum

    Date
    2017-05-05
    Author
    Bell, Catriona
    Rhind, Susan M.
    Stansbie, Nigel H.
    Hudston, Neil P. H.
    Metadata
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    Citation
    Bell, C., Rhind, S.M., Stansbie, N.H. and Hudston, N.P.H. (2017) 'Getting started with peer-assisted learning in a veterinary curriculum', Journal of Veterinary Medical Education, 44(4), pp. 640-648.
    Abstract
    Peer-Assisted Learning (PAL) methodologies that involve students teaching other students have been shown to be valid and effective in a variety of disciplines and are gaining increasing interest within veterinary medical education. PAL has been formally embedded within the undergraduate veterinary clinical skills curriculum at the Royal (Dick) School of Veterinary Studies (R(D)SVS), Edinburgh, since 2009 (and informally for several years before this) and has been delivered successfully to over one thousand first-year tutees by over one thousand fourth-year tutors (in their penultimate clinical year). This “teaching tip” article therefore aims to provide an informative overview of PAL for colleagues who may be interested in the methodology and to give practical tips as to how it can be successfully implemented in a veterinary degree program. We will summarize key evidence from the literature, provide a detailed example of how PAL has been implemented and optimized in our own veterinary degree program, include a subset of representative evaluation data from both tutors and tutees, and then conclude by providing colleagues with practical tips and resources (such as planning checklists and lesson plan templates) for implementing a PAL activity at their own school.
    Official URL
    https://doi.org/10.3138/jvme.0216-047R
    URI
    https://eresearch.qmu.ac.uk/handle/20.500.12289/11568
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    • Psychology, Sociology and Education

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