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Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-26452
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dc.contributor.authorHerinek, Doreen-
dc.contributor.authorWoodward-Kron, Robyn-
dc.contributor.authorHuber, Marion-
dc.contributor.authorHelmer, Stefanie M.-
dc.contributor.authorKörner, Mirjam-
dc.contributor.authorEwers, Michael-
dc.date.accessioned2022-12-16T14:10:58Z-
dc.date.available2022-12-16T14:10:58Z-
dc.date.issued2022-12-14-
dc.identifier.issn1932-6203de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/26452-
dc.description.abstractPeer-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.de_CH
dc.language.isoende_CH
dc.publisherPublic Library of Science de_CH
dc.relation.ispartofPLOS ONEde_CH
dc.rightshttp://creativecommons.org/licenses/by/4.0/de_CH
dc.subjectInterprofessionaIde_CH
dc.subjectPeer tutoringde_CH
dc.subjectEducationde_CH
dc.subjectPeer assisted learningde_CH
dc.subject.ddc378: Hochschulbildungde_CH
dc.subject.ddc610: Medizin und Gesundheitde_CH
dc.titleInterprofessional peer-assisted learning and tutor training practices in health professions education : a snapshot of Germanyde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementGesundheitde_CH
zhaw.organisationalunitInstitut für Public Health (IPH)de_CH
dc.identifier.doi10.1371/journal.pone.0278872de_CH
dc.identifier.doi10.21256/zhaw-26452-
zhaw.funding.euNode_CH
zhaw.issue12de_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.starte0278872de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume17de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.author.additionalNode_CH
zhaw.display.portraitYesde_CH
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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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