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Publikationstyp: Beitrag in wissenschaftlicher Zeitschrift
Art der Begutachtung: Peer review (Publikation)
Titel: Interprofessional peer-assisted learning and tutor training practices in health professions education : a snapshot of Germany
Autor/-in: Herinek, Doreen
Woodward-Kron, Robyn
Huber, Marion
Helmer, Stefanie M.
Körner, Mirjam
Ewers, Michael
et. al: No
DOI: 10.1371/journal.pone.0278872
10.21256/zhaw-26452
Erschienen in: PLOS ONE
Band(Heft): 17
Heft: 12
Seite(n): e0278872
Erscheinungsdatum: 14-Dez-2022
Verlag / Hrsg. Institution: Public Library of Science 
ISSN: 1932-6203
Sprache: Englisch
Schlagwörter: InterprofessionaI; Peer tutoring; Education; Peer assisted learning
Fachgebiet (DDC): 378: Hochschulbildung
610: Medizin und Gesundheit
Zusammenfassung: Peer-assisted learning (PAL)–especially peer tutorials–are gaining momentum in health professions education, particularly in interprofessional education. As little is known about the use of peer tutorials or the preparation of tutors in this context in Germany and in other countries, this study aims to provide an overview of these interventions. A cross-sectional study with a descriptive-exploratory design was conducted. German institutions for health professions education were contacted, and individuals with pedagogical responsibilities were invited to participate in an online survey. The survey was informed by two studies in which seven domains were identified as important. These included facts about the institution, the offer of PAL, the use of tutorials, and the design of tutor training. The survey used mostly closed-ended questions. The questionnaire was completed by n = 100 participants. Overall, n = 46 participants indicated that PAL was offered at their institution. Of these 46 participants, 32 (70%) indicated that uniprofessional PAL was offered, 2 (4%) indicated that interprofessional PAL was offered, and 12 (26%) indicated that both forms of PAL were offered. Peer tutoring was the most common format in both cases (73% for uniprofessional and 64% for interprofessional PAL), and mandatory interventions were mostly used to prepare the tutors. These interventions were held by educators or lecturers and were offered mostly face-to-face as workshops or as discussions. Deepening the tutors’ social competencies through training was given high relevance. Regarding content, focus was placed on communication, (self-)reflection, and group management. Eighty-eight participants expressed recommendations for future directions in terms of preparing tutors for interprofessional PAL. Minor differences between the use of uniprofessional and interprofessional PAL and tutor training were found. Nevertheless, implementation strategies varied. In future, preparatory measures for tutors should be more uniformly designed and geared to the specific requirements of uniprofessional and interprofessional learning, and that at best on an empirical basis.
URI: https://digitalcollection.zhaw.ch/handle/11475/26452
Volltext Version: Publizierte Version
Lizenz (gemäss Verlagsvertrag): CC BY 4.0: Namensnennung 4.0 International
Departement: Gesundheit
Organisationseinheit: Institut für Public Health (IPH)
Enthalten in den Sammlungen:Publikationen Gesundheit

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Herinek, D., Woodward-Kron, R., Huber, M., Helmer, S. M., Körner, M., & Ewers, M. (2022). Interprofessional peer-assisted learning and tutor training practices in health professions education : a snapshot of Germany. Plos One, 17(12), e0278872. https://doi.org/10.1371/journal.pone.0278872
Herinek, D. et al. (2022) ‘Interprofessional peer-assisted learning and tutor training practices in health professions education : a snapshot of Germany’, PLOS ONE, 17(12), p. e0278872. Available at: https://doi.org/10.1371/journal.pone.0278872.
D. Herinek, R. Woodward-Kron, M. Huber, S. M. Helmer, M. Körner, and M. Ewers, “Interprofessional peer-assisted learning and tutor training practices in health professions education : a snapshot of Germany,” PLOS ONE, vol. 17, no. 12, p. e0278872, Dec. 2022, doi: 10.1371/journal.pone.0278872.
HERINEK, Doreen, Robyn WOODWARD-KRON, Marion HUBER, Stefanie M. HELMER, Mirjam KÖRNER und Michael EWERS, 2022. Interprofessional peer-assisted learning and tutor training practices in health professions education : a snapshot of Germany. PLOS ONE. 14 Dezember 2022. Bd. 17, Nr. 12, S. e0278872. DOI 10.1371/journal.pone.0278872
Herinek, Doreen, Robyn Woodward-Kron, Marion Huber, Stefanie M. Helmer, Mirjam Körner, and Michael Ewers. 2022. “Interprofessional Peer-Assisted Learning and Tutor Training Practices in Health Professions Education : A Snapshot of Germany.” Plos One 17 (12): e0278872. https://doi.org/10.1371/journal.pone.0278872.
Herinek, Doreen, et al. “Interprofessional Peer-Assisted Learning and Tutor Training Practices in Health Professions Education : A Snapshot of Germany.” Plos One, vol. 17, no. 12, Dec. 2022, p. e0278872, https://doi.org/10.1371/journal.pone.0278872.


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