The value of near-peer teaching in the medical curriculum: a medical student's perspective
Ishar Alexander Kalsi
GKT School of Medical Education, Faculty of Life Sciences and Medicine, King’s College London, London, UK
It is with both interest and sympathy that I read the research letter published by Sonagara et al1 about the numerous advantages of near-peer teaching and the recommendation that it should be part of the medical syllabus. As a medical student at King’s College London, I am a member of a near-peer learning scheme. Our peer-assisted learning (PAL) scheme is designed to complement the material taught in lectures. In groups of five students, we select a lecture to revise together with our PAL tutors (senior medical students) for one hour weekly. A self-made presentation, mock exam questions, and diagrams are commonly used as material in PAL sessions. It is the PAL tutors themselves who generate this material, while balancing their own study needs; thus, I find credit in the statement of how time management skills improve through peer teaching.
View the original paper by Sonagara and colleagues.
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