ArticleThe clinical teacher2025
The Learning-Teaching Nexus: Medical Students' Motivations to Engage in Peer-Assisted Learning.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Characterization of the learning environment for teaching pharmaceutical care: a scoping review.BMC medical education · 2026Article
- Evaluation of a peer-assisted, simulation-based clinical skills training program in Spain: a prospective single-group before-and-after study.Journal of educational evaluation for health professions · 2026Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimsThis study describes the factors that motivate final-year medical students to undertake a structured experience of peer-assisted learning (PAL) as student tutors and explores their perceptions of the relevance of teaching to their future careers.
methodsThis exploratory qualitative study involved semistructured interviews with nine final-year medical students undertaking PAL within a formal medical education elective as part of their studies. Interviews were transcribed and analysed thematically.
resultsFive themes were developed during analysis. Participants' motivations to undertake PAL within a medical education elective were influenced by: (1) prior positive experiences with PAL; (2) fostering the learning of others; and (3) personal opportunities for professional development. Participants viewed (4) teaching as essential to the role of a doctor. Additionally, they expressed (5) a desire for further information about medical education career pathways. Recognising the relationships between these themes, we developed a learning-teaching nexus conceptual framework.
conclusionStudents' intentions to undertake PAL as student tutors as part of a medical education elective are influenced by perceived benefits to both self and others. Additionally, teaching is seen as a critical component of the role of a doctor. The learning-teaching nexus offers a framework to assist medical educators to maximally integrate opportunities for students to develop their identities as learners and teachers.
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Registered trials
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