Senior students’ experience as tutors of their junior peers in the hospital setting

Antonia J. Clarke, Annette Burgess, Audrey Menezes, Craig Mellis

Student-led teaching has long been regarded as a useful ancillary educational method. It is also a valuable tool in the development of aspects of professionalism in student tutors and contributes to a sense of community within the student body. In 2014, a peer-assisted learning (PAL) program, organised by students at Sydney Medical School (Central), explored students' experience of tutoring their junior peers. Year 3 and 4 students within Central Clinical School (CCS) were invited to be tutors for Year 1 and 2 students respectively. Tutorials centered on the application of clinical skills. All tutors were asked to complete an end of year questionnaire. A total of 40 % of senior students participated as tutors and 65 % of junior students as tutees. The end of year questionnaire response rate was 48 % (20/42). Most tutors (19/20, 95 %) felt confident to teach tutorials although one-third (6/20, 30 %) would have preferred more training in teaching. Tutors felt that the program better prepared them for their exams. Almost all tutors (19/20, 95 %) enjoyed teaching and felt it fostered a sense of community at CCS (17/20, 85 %). Tutors stated they were likely to be involved in teaching in the future (17/20, 85 %). This student initiated PAL program provided tutors with the opportunity for content and clinical skills revision and assisted in the development of professional competencies required on entering the medical workforce. The resultant sense of community at CCS will aid the expansion of the program in 2015 with an aim to review quality assurance measures.