MedEd Studio: Unlocking the Power of Near Peer Learning
This conversation explores the concept of near-peer learning in medical education, highlighting its benefits, challenges, and the informal learning culture that develops among students. The discussion features insights from Lauren Smith and Walter Eppich, who share their experiences and research findings on how near-peer learning can enhance the educational experience for medical students.
Takeaways
- Near-peer learning: Senior students teaching junior students can be more beneficial than learning from attending physicians, as students often prefer the guidance of near peers over seasoned professionals.
- Informal interactions: These enhance trust and learning among students, creating a positive learning environment that is essential for effective peer learning.
- Community and cognitive congruence: The role of community and cognitive congruence is vital in peer learning, fostering a supportive and understanding learning atmosphere.
- Challenges and consequences: Implementing near-peer learning can be challenging, especially in remediation cases, and the informal culture of learning can lead to unintended consequences.
Walter Eppich
Walter Epppich is a Professor of Work Integrated Learning Research with dual appointments in the Department of Medical Education and the Collaborative Practice Centre at the University of Melbourne. He builds on his clinical background in paediatric emergency medicine and a PhD in Health Professions Education from Maastricht University to explore intersections between simulation and workplace learning.
Lauren Smith
Lauren Smith is an internal medicine resident at Massachusetts General Hospital by way of Northwestern University Feinberg School of Medicine.