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. 2025 Aug;22(4):e70108.
doi: 10.1111/tct.70108.

The Learning-Teaching Nexus: Medical Students' Motivations to Engage in Peer-Assisted Learning

Matthew Arnold  1   2 , Andrea Dillon  1 , Christian Mingorance  1 , Svetlana King  2
Affiliations

The Learning-Teaching Nexus: Medical Students' Motivations to Engage in Peer-Assisted Learning

Matthew Arnold et al. Clin Teach. 2025 Aug.

Abstract

Aims: This 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.

Methods: This 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.

Results: Five 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.

Conclusion: Students' 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.

Keywords: medical education; near‐peer teaching; peer‐assisted learning.

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Conflict of interest statement

The authors declare no conflicts of interest.

Figures

FIGURE 1
FIGURE 1
The learning‐teaching nexus themes.
See this image and copyright information in PMC

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