Tıp Öğrencilerinin Akran Eğitimi Deneyimlerinin Değerlendirilmesi: Eğitici Akranların ve Eğitim Alan Öğrencilerin Bakış Açısı
Makaleler > Tam Makale · 2025
Yazarlar: İbili, Aysel Burcu, Özlem Sürel KARABİLGİN ÖZTÜRKÇÜ, Ibılı, Emin, Çetin, Orçun Valerian
Tıp Eğitimi Dünyası, Vol. 25 No. 75, Uluslararası, 2025
DOI: 10.25282/ted.1706121
Özet
Aim: The aim of this study is to explore medical students’ perceptions of peer teaching, with a particular focus on the experiences of both peer learners and peer tutors. Peer teaching, defined as the process by which students teach one another, has gained increasing importance in medical education due to its potential to enhance learning outcomes, professional development, and teamwork skills.Materials and Methods: To comprehensively assess these experiences, a mixed-methods research design was employed. The participants consisted of third- and sixth-year medical students at Uşak University Faculty of Medicine. Third-year students served as peer learners, while sixth-year students acted as peer tutors. Quantitative data were collected through structured questionnaires designed to quantify students’ perceptions of the impact of peer teaching on clinical competence, communication skills, and learning experiences. Qualitative data were obtained through focus group interviews aimed at gaining deeper insights into the strengths and weaknesses of peer teaching. Quantitative data were analyzed using SPSS software to generate descriptive and inferential statistics, while qualitative data were subjected to thematic analysis using MAXQDA software.Results: The results demonstrated that peer teaching significantly contributed to the development of students’ clinical skills, enhanced their ability to work collaboratively with peers, and notably improved the guidance skills of peer tutors. Students reported feeling more confident in clinical settings and expressed a better understanding of patient-centered care practices. Peer tutors also reported personal gains in teaching ability, leadership, and professional responsibility. Despite these advantages, some challenges were observed, including insufficient participation by certain learners, inconsistent commitment to the peer teaching approach, and difficulties in effectively translating theoretical knowledge into clinical practice. Moreover, peer tutors expressed the need for more structured preparatory training and clearer instructional guidance to maximize the benefits of peer-teaching sessions.Conclusion: Based on the findings, the study underscores the valuable role that well-supported and structured peer teaching programs can play in medical education. It recommends that medical schools provide comprehensive training programs for peer tutors and establish formalized frameworks to ensure the quality and success of peer teaching activities. Furthermore, additional research is encouraged to investigate the long-term effects of peer teaching on medical graduates’ professional development and patient care competencies.