ERIC Number: EJ824145
Record Type: Journal
Publication Date: 2004
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1361-1267
EISSN: N/A
Does the Curriculum Matter in Peer Mentoring? From Mentee to Mentor in Problem-Based Learning: A Unique Case Study
McLean, Michelle
Mentoring & Tutoring: Partnership in Learning, v12 n2 p173-186 2004
Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem-based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum students. The present study, by canvassing the 2002 PBL mentors, set out to determine whether the mismatch in curricula impacted on students' mentoring experiences. There was overwhelming agreement that curriculum did matter--it is only when mentors are able to share the same experiences as mentees, can they fully understand student problems. Notwithstanding this and other difficulties (e.g. timetable clashes), some 2001 mentees did form bonds with their traditional curriculum mentors. Some even identified them as role models. The 2002 PBL mentors also indicated that they had undergone considerable personal development as a result of their experiences. (Contains 5 tables.)
Descriptors: Student Problems, Mentors, Medical Schools, Problem Based Learning, Teaching Methods, Supervisor Supervisee Relationship, Curriculum Evaluation, Foreign Countries, Curriculum Development, Student Experience, Barriers, Student Surveys, Instructional Effectiveness, Peer Teaching
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A