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Akran Yardımı İle Eğitimin Tıp Eğitiminde Kullanımı

Year 2014, Volume: 13 Issue: 39, 19 - 25, 01.04.2014
https://doi.org/10.25282/ted.228742

Abstract

Akran Yardımı ile Eğitim (AYE) profesyonel olarak eğitmen olmayan kişilerin, benzer sosyal gruplardaki akranlarına eğitim vermek için yardım ettiği bir yöntem olarak tanımlanmaktadır. AYE’nin akran eğiticiler, öğrenciler ve tıp fakülteleri için birçok olumlu özelliği bulunmaktadır. Bu çalışmanın amacı AYE’nin temel özelliklerinin tanıtılmasıdır. Bu derleme AYE’nin temel özelliklerini, planlama aşamasında oluşacak olumlu ve olumsuz özellikleri ve programdan örnekleri içermektedir.

References

  • Ross MT, Cumming AD. Peer-assisted learning. In: A practical guide for medical teachers. Edited by Dent JA, Harden RM. Elsevier Limited 2005.
  • Harden RM, Laidlaw JM. Peer and Collaborative Learning. In: Essential Skills for a Medical Teacher. Churchill Livingstone Elsevier 2012.
  • Topping KJ. The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education 1996;32(3):321- 345.
  • Ross MT, Cameron HS. Peer assisted learning: a planning and implementation framework: AMEE Guide no.30. Medical Teacher 2007;29:527-545.
  • Speir NM. Peer assisted learning. http://www. docs.hss.ed.ac.uk/iad/Learning_teaching/Academic_ pastoral/Peer_support_toolkit/Options/PALS/Peer_ Assisted_Learning.pdf adresinden 6 Şubat 2014 tarihinde ulaşılmıştır.
  • Cantillon P, Glynn L. Peer assisted learning. In: Medical Education and Training from Theory to Delivery. Edited by Carter Y, Jackson N. Oxford Press, 2006.
  • Rheingold H. Peering into learning. Peeragogy Handbook:
  • overview/ adresinden 6 Şubat 2014 tarihinde ulaşılmıştır.
  • Pilatin Ü, Gündüz M. Son dönem Osmanlı medrese programlarıyla bu günün (gayri resmi) Doğu medrese programlarının değerler açısından karşılaştırılması. Değerler Eğitimi Sempozyumu, Eskişehir, 26-28 Ekim 2011.
  • The Lancasterian Monitorial System of Education: http://www.constitution.org/lanc/monitorial.htm adresinden 6 Şubat 2014 tarihinde ulaşılmıştır.
  • Senemoğlu N. Gelişim Öğrenme ve Öğretim Kuramdan Uygulamaya. Pegem Akademi, 2012, Ankara. 22. baskı;569-619.
  • Secomb J. A systematic review of peer teaching and learning in clinical education. J Clin Nurs 2008;17(6):703-16.
  • Ladyshewsky RK, Gardner P. Peer assisted learning and blogging: A strategy to promote reflective practice during clinical field work. Australasian Journal of Educational Technology 2008;24(3):241- 257.
  • Santee J, Garavalia L. Peer tutoring programs in health professions schools. American Journal of Pharmaceutical Education 2006;70(3):Article 70.
  • Okur N, Doymuş K, Şimşek Ü, Okumuş S. The Effect of Cooperative Learning Model on Academic Achievement in Physics, Energy Education Science And Technology Part B 2012;4 (4):1915-1924.
  • Aksoy G, Doymuş K. Fen ve Teknoloji Dersinin Laboratuvar Öğretiminde İşbirlikli Öğrenmenin Etkisi. Erzincan Eğitim Fakültesi Dergisi 2011;13(1):107- 122.
  • Özan S, Yurdabakan İ. Öz ve akran değerlendirmenin temel iletişim becerileri başarısı üzerindeki etkileri. Tıp Eğitimi Dünyası 2008;27:27- 35.
  • Bibb CA, Lefever KH. Mentoring future dental educators through an apprencite teaching experience. Journal of Dental Education 2002;66(6):703-709.
  • Eisen S, Sukhani S, Brightwell A, Stoneham S, Long A. Peer mentoring: evaluation of a novel programme in pediatrics. Arch Dis Child 2013;0:1-5. 19. Field M, Burke JM, McAllister D, Lloyd D. Peer- assisted learning: a novel approach to clinical skills learning for medical students. Medical Education 2007;41:411-418.
  • Hurley KF, McKay DW, Scott TM, James BM. The suplemental instruction Project: peer-devised and delivered tutorials. Medical Teacher 2003;25(4):404- 407.

Peer Assi̇sted Learni̇ng In Medi̇cal Education

Year 2014, Volume: 13 Issue: 39, 19 - 25, 01.04.2014
https://doi.org/10.25282/ted.228742

Abstract

Peer Assistant Learning (PAL) has been describe “people from similar social grouping who are not professional teacher helping each other to learn and learning themselves by teaching. There are many advantages to PAL over tutor, tutee and medical faculty. The aim of this study is to present basic characteristics of PAL. This review consist of the background PAL, advantage and disadvantage to consider when planning such a programme and some example from medical education application.

References

  • Ross MT, Cumming AD. Peer-assisted learning. In: A practical guide for medical teachers. Edited by Dent JA, Harden RM. Elsevier Limited 2005.
  • Harden RM, Laidlaw JM. Peer and Collaborative Learning. In: Essential Skills for a Medical Teacher. Churchill Livingstone Elsevier 2012.
  • Topping KJ. The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education 1996;32(3):321- 345.
  • Ross MT, Cameron HS. Peer assisted learning: a planning and implementation framework: AMEE Guide no.30. Medical Teacher 2007;29:527-545.
  • Speir NM. Peer assisted learning. http://www. docs.hss.ed.ac.uk/iad/Learning_teaching/Academic_ pastoral/Peer_support_toolkit/Options/PALS/Peer_ Assisted_Learning.pdf adresinden 6 Şubat 2014 tarihinde ulaşılmıştır.
  • Cantillon P, Glynn L. Peer assisted learning. In: Medical Education and Training from Theory to Delivery. Edited by Carter Y, Jackson N. Oxford Press, 2006.
  • Rheingold H. Peering into learning. Peeragogy Handbook:
  • overview/ adresinden 6 Şubat 2014 tarihinde ulaşılmıştır.
  • Pilatin Ü, Gündüz M. Son dönem Osmanlı medrese programlarıyla bu günün (gayri resmi) Doğu medrese programlarının değerler açısından karşılaştırılması. Değerler Eğitimi Sempozyumu, Eskişehir, 26-28 Ekim 2011.
  • The Lancasterian Monitorial System of Education: http://www.constitution.org/lanc/monitorial.htm adresinden 6 Şubat 2014 tarihinde ulaşılmıştır.
  • Senemoğlu N. Gelişim Öğrenme ve Öğretim Kuramdan Uygulamaya. Pegem Akademi, 2012, Ankara. 22. baskı;569-619.
  • Secomb J. A systematic review of peer teaching and learning in clinical education. J Clin Nurs 2008;17(6):703-16.
  • Ladyshewsky RK, Gardner P. Peer assisted learning and blogging: A strategy to promote reflective practice during clinical field work. Australasian Journal of Educational Technology 2008;24(3):241- 257.
  • Santee J, Garavalia L. Peer tutoring programs in health professions schools. American Journal of Pharmaceutical Education 2006;70(3):Article 70.
  • Okur N, Doymuş K, Şimşek Ü, Okumuş S. The Effect of Cooperative Learning Model on Academic Achievement in Physics, Energy Education Science And Technology Part B 2012;4 (4):1915-1924.
  • Aksoy G, Doymuş K. Fen ve Teknoloji Dersinin Laboratuvar Öğretiminde İşbirlikli Öğrenmenin Etkisi. Erzincan Eğitim Fakültesi Dergisi 2011;13(1):107- 122.
  • Özan S, Yurdabakan İ. Öz ve akran değerlendirmenin temel iletişim becerileri başarısı üzerindeki etkileri. Tıp Eğitimi Dünyası 2008;27:27- 35.
  • Bibb CA, Lefever KH. Mentoring future dental educators through an apprencite teaching experience. Journal of Dental Education 2002;66(6):703-709.
  • Eisen S, Sukhani S, Brightwell A, Stoneham S, Long A. Peer mentoring: evaluation of a novel programme in pediatrics. Arch Dis Child 2013;0:1-5. 19. Field M, Burke JM, McAllister D, Lloyd D. Peer- assisted learning: a novel approach to clinical skills learning for medical students. Medical Education 2007;41:411-418.
  • Hurley KF, McKay DW, Scott TM, James BM. The suplemental instruction Project: peer-devised and delivered tutorials. Medical Teacher 2003;25(4):404- 407.
There are 20 citations in total.

Details

Primary Language Turkish
Journal Section Original Article
Authors

Hilal Hatice Güllüdere This is me

Selda Yardım This is me

Mekin Sezik This is me

Yeşim Şenol This is me

Publication Date April 1, 2014
Submission Date September 5, 2015
Published in Issue Year 2014 Volume: 13 Issue: 39

Cite

Vancouver Güllüdere HH, Yardım S, Sezik M, Şenol Y. Akran Yardımı İle Eğitimin Tıp Eğitiminde Kullanımı. TED. 2014;13(39):19-25.