Author: Webb E, Okada C and Brooks R Publication Year: 2015
Summary: This study explores the use of peer support and peer learning within Student Selected Components (SSCs).
Description: Introduction We present the use of peer support and peer learning within Student Selected Components (SSCs).

Method Subjects and setting: 22 3rd year medical students; study period 2011-13. There was a range of topics: autism; poverty; disability; safeguarding; medical education; audiology: vulnerable groups. Two supervisors shared the facilitation of fortnightly meetings. For each meeting students presented progress and problems. These were discussed enabling group participation and cooperative problem solving. Evaluation: We reviewed marks and other outcomes to assess the quality of the final SSCs. and sent out a questionnaire to all students.

Results Marks: - All passed, with 18 distinctions. Outcomes: - 6 papers were published; 4 others presented at scientific meetings. 3 won prizes. Questionnaire results: (15 of 22 responded) • Peer-learning:- 14/15 reported that they had learned from other students • Peer-support: - 11/15 said they had received support; 11/15 felt that they had supported others; 14/15 felt peer-support was important. Thematic analysis showed that almost all enjoyed learning about the content of others’ work, and felt this enhanced their learning.
Conclusion This was a successful model. It enhanced the value of these attachments, and widens opportunities for peer learning and peer support in the medical undergraduate curriculum.

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