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Conversation starter: advancing the theory of peer-assisted learning
journal contribution
posted on 2019-01-01, 00:00 authored by Tyler Callese, Roy Strowd, Benino Navarro, Ilene Rosenberg, Christine Waasdorp Hurtado, Joanna TaiJoanna Tai, Janet M Riddle, Anna T CiancioloThis Conversation Starter article uses four selected abstracts, one each from the four regional Association of American Medical Colleges (AAMC) Group on Educational Affairs (CGEA) 2018 spring meetings, as a springboard for unpacking the definition of peer-assisted learning (PAL). The aim of this article is to prompt deeper reflection on this phenomenon and, in so doing, to foster scholarly program evaluation of this widely adopted instructional approach. This analysis calls for a more nuanced definition of PAL, one that emphasizes process over structure, one that stimulates examination of "doing" PAL and how this affects the personal and professional development of all involved.
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Journal
Teaching and learning in medicineVolume
31Issue
1Pagination
7 - 16Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
eISSN
1532-8015Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2019, Taylor & Francis Group, LLCUsage metrics
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No categories selectedKeywords
curriculum designcurriculum evaluationeducational theorypeer-assisted learningSocial SciencesScience & TechnologyLife Sciences & BiomedicineEducation, Scientific DisciplinesHealth Care Sciences & ServicesEducation & Educational ResearchMEDICAL-STUDENTSPROFESSIONAL IDENTITYEDUCATIONOPPORTUNITIESEXPERIENCE
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