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Medical Teacher Volume 32, 2010 - Issue 7
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Articles

The role of students as teachers: Four years’ experience of a large-scale, peer-led programme

Andrew J. Batchelder University of Leicester, UK; ANDREW BATCHELDER is an academic foundation year two doctor at the University Hospitals of Leicester NHS Trust who teaches applied basic sciences and clinical skills at Leicester Medical School in the role of honorary clinical educator.Correspondence[email protected]
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Charlene M. C. Rodrigues University of Leicester, UK; CHARLENE RODRIGUES is an academic clinical fellow at Imperial College London who is training in clinical paediatrics with special interests in paediatric infectious diseases and undergraduate medical education.
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Li-Ying Lin University of Leicester, UK; LI-YING LIN is a first year surgical resident in Taipei, Taiwan who graduated from the University of Leicester in 2008.
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Peter M. Hickey University of Leicester, UK; PETER HICKEY is a foundation year two doctor currently working in the Trent Deanery who graduated from the University of Leicester in 2008.
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Christopher Johnson University of Leicester, UK; CHRISTOPHER JOHNSON is an academic foundation year two doctor who teaches at Leicester Medical School in the role of honorary clinical educator.
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Joshua E. Elias University of Leicester, UK; JOSHUA ELIAS is a final year medical student at Leicester Medical School and is currently one of the co-ordinators leading the peer teaching programme.
Pages 547-551 | Published online: 23 Jul 2010

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Annah Vimbai Bengesai, Lateef Babatunde Amusa & Rubby Dhunpath. (2023) A meta-analysis on the effect of formal peer learning approaches on course performance in higher education. Cogent Education 10:1.
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Mohammed K. Khalil. (2022) Weekly near-peer tutoring sessions improve students’ performance on basic medical sciences and USMLE Step1 examinations. Medical Teacher 44:7, pages 752-757.
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Alexander Olaussen, Priya Reddy, Susan Irvine & Brett Williams. (2016) Peer-assisted learning: time for nomenclature clarification. Medical Education Online 21:1.
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Tzu-Chieh Yu, Nichola C Wilson, Primal P Singh, Daniel P Lemanu, Susan J Hawken & Andrew G Hill. (2011) Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school. Advances in Medical Education and Practice 2, pages 157-172.
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Articles from other publishers (22)

Hamna Abdul Muthalib, Faaezuddin Syed, Tehreemah Raziq, Emily M Wilson & Muhammad Raihan Sajid. (2023) Alfaisal University's Academic Success Center: An Individualized Peer-Assisted Learning Program for Mutual Tutor-Student Advancement. Cureus.
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Jordana Herblum, Jesse Honig, Madison Kasoff, Jennifer Koestler, Daniel Catano & Kristina H. Petersen. (2023) A peer‐led kinesthetic forearm and wrist anatomy workshop: A multiple cohort study. Anatomical Sciences Education 16:4, pages 694-705.
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Angela Shogbon Nwaesei & T. Vivian Liao. (2023) A Programmatic Approach to Peer-Led Tutoring to Assist Students in Academic Difficulty. American Journal of Pharmaceutical Education 87:1, pages ajpe8726.
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Shiva Salehi, Samaneh Parchehbafieh, Soheila Mashoof, Mahboubeh Safavi & Mehrandokht Nekavand. (2022) Nursing students satisfaction with peer group clinical teaching. MEDICAL SCIENCES JOURNAL 32:4, pages 445-453.
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Mohammed K. Khalil & William S. Wright. (2022) Attendance of Near-Peer Tutoring Sessions Improves Academic Performance of First-Year Medical Students. Medical Science Educator 32:6, pages 1433-1438.
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J. Hernández Coliñir, L. Molina Gallardo, D. González Morales, C. Ibáñez Sanhueza & O. Jerez Yañez. (2022) Characteristics and impacts of peer assisted learning in university studies in health science: A systematic review. Revista Clínica Española (English Edition) 222:1, pages 44-53.
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J. Hernández Coliñir, L. Molina Gallardo, D. González Morales, C. Ibáñez Sanhueza & O. Jerez Yañez. (2022) Características e impactos del aprendizaje entre pares en estudios universitarios en ciencias de la salud: una revisión sistemática. Revista Clínica Española 222:1, pages 44-53.
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Zsolt Pintér, Dániel Kardos, Péter Varga, Eszter Kopjár, Anna Kovács, Péter Than, Szilárd Rendeki, László Czopf, Zsuzsanna Füzesi & Ádám Tibor Schlégl. (2021) Effectivity of near-peer teaching in training of basic surgical skills – a randomized controlled trial. BMC Medical Education 21:1.
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Lisa K. KochOliver H. ChangSuzanne M. Dintzis. (2021) Medical Education in Pathology: General Concepts and Strategies for Implementation. Archives of Pathology & Laboratory Medicine 145:9, pages 1081-1088.
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HyeRin Roh. (2021) Utilization and Effects of Peer‐Assisted Learning in Basic Medical Education. Korean Medical Education Review 23:1, pages 11-22.
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Adele Shenoy & Kristina H. Petersen. (2019) Peer Tutoring in Preclinical Medical Education: A Review of the Literature. Medical Science Educator 30:1, pages 537-544.
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David Karasik & Nomy Dickman. 2020. Active Education for Future Doctors. Active Education for Future Doctors 123 134 .
Simone Alvarez & Jobst-Hendrik Schultz. (2017) Practice Report / Bericht aus der Praxis: An exploration of peer tutor roles and recruitment at German medical schools. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 127-128, pages 80-84.
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Suzanne M. Galal, John K. Mayberry, Anita Wang & Thao Tran. (2017) Examining differences between P1 versus P2 students as teaching assistants in a P1 skills-based course. Currents in Pharmacy Teaching and Learning 9:4, pages 537-542.
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Anne Herrmann-Werner, Regina Gramer, Rebecca Erschens, Christoph Nikendei, Annette Wosnik, Jan Griewatz, Stephan Zipfel & Florian Junne. (2017) Peer-assisted learning (PAL) in undergraduate medical education: An overview. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 121, pages 74-81.
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Susan Irvine, Brett Williams & Lisa McKenna. (2017) How are we assessing near-peer teaching in undergraduate health professional education? A systematic review. Nurse Education Today 50, pages 42-50.
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Kazuya Iwata & Daniel S Furmedge. (2016) Are all peer tutors and their tutoring really effective? Considering quality assurance. Medical Education 50:4, pages 393-395.
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Deirdre Bennett, Siun O’Flynn & Martina Kelly. (2014) Peer assisted learning in the clinical setting: an activity systems analysis. Advances in Health Sciences Education 20:3, pages 595-610.
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Brett Williams, Alexander Olaussen & Evan L. Peterson. (2015) Peer-assisted teaching: An interventional study. Nurse Education in Practice 15:4, pages 293-298.
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Kazuya Iwata, Daniel S Furmedge, Alison Sturrock & Deborah Gill. (2014) Do peer-tutors perform better in examinations? An analysis of medical school final examination results. Medical Education 48:7, pages 698-704.
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Amara Nwosu, Stephen Mason, Anita Roberts & Heino Hugel. (2013) The evaluation of a peer-led question-writing task. The Clinical Teacher 10:3, pages 151-154.
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P.R. Harvey, C.V. Higenbottam, A. Owen, J. Hulme & J.F. Bion. (2012) Peer-led training and assessment in basic life support for healthcare students: Synthesis of literature review and fifteen years practical experience. Resuscitation 83:7, pages 894-899.
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