Does the curriculum matter in peer mentoring? From mentee to mentor in problem‐based learning: a unique case study
DOI: 10.1080/1361126042000239929
关键词: Institution 、 Problem-based learning 、 Curriculum theory 、 Personal development 、 Mathematics education 、 Psychology 、 Curriculum 、 Peer mentoring 、 Teaching method 、 Curriculum development
摘要: Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into academic and social culture institution. In 2001, an unusual situation arose. A problem‐based learning (PBL) curriculum was introduced first cohort in this programme mentored senior traditional students. The present study, canvassing 2002 PBL mentors, set out determine whether mismatch curricula impacted on students' experiences. There overwhelming agreement that did matter—it is only when mentors are able share same experiences as mentees, can they fully understand student problems. Notwithstanding other difficulties (e.g. timetable clashes), some 2001 mentees form bonds with their mentors. Some even identified them role models. also indicated had undergone considerable personal development a result
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