The role of peer assisted learning to improve the effectivity of clinical skill laboratory learning in dental education

摘要

Nowadays, the clinical skill learning in dental education has begun in pre-clinic, known as Clinical Skill Laboratory (CSL) which needs human resources, many and expensive tools and manikins, and enough times for practise. One of the method used in CSL in dental education is PeerAssisted Learning (PAL) defined as “the development of knowledge and skill through active help and support among status equals or match companions”. This paper aims is to explain the role of PAL method to improve the effectivity of CSL learning in dental education in preclinical stage. Reviewing on the relevant literatures regarding peer assisted learning on the implementation of the clinical skill laboratory in dental education. The effectivity of CSL learning needs close supervision and individual feedback, so enough tutors is important through the process. This PAL method considered to be helpfull with the increasing numbers of dental students and the limitation of staff faculty. This method is found feasible, well accepted by peer-tutors and students, and can be as effective as conventional learning method. This is also useful for peer-teacher because they more intrinsically motivated, have higher conceptual learning scores, and perceive themselves to be more actively engaged with the environment than students who learn in order to be tested.  However, there are several limitation of this method. The contact time between students and medical doctors may decrease significantlyand it does not seem to be generally qualified to transfer such complex procedures.It also needs peer-teachers training and a detailed manual. Questions concerning the cost-effectiveness and profitability of student tutor-guided technical skills training may thus arise. But one institution that implemented this method states that the majority of their tutors decided to continue their teaching activity in the skills lab and that these experienced tutors, in addition to established faculty staff, are now involved in training novice tutors. Overall, this PAL method can be effectively implemented in CSL with adequate training and preparation for peer-teachers, there are manuals in details, and the Senior doctors/professional teachers must be in place to consultate. This PAL methods can be applied in selected material and must be done in balance with conventional method learning by faculty staff.