Peer-learning in procedural training in dermatology - an exploratory study on medical student’s learning experiences

This project aimed to investigate medical students’ experiences of peer-learning in procedural training in dermatology with a mixed methods approach. Fifteen students participated in peer-learning and were taught half of the procedures by a teacher in smaller groups and thereafter taught their peers. The effect of the peer-learning was evaluated by questionnaires and semi structured group interviews. The students reported good exchange of knowledge with their peer and that it was more rewarding to do the activity together with a peer. Peer-learning was also believed to increase focus on activity, repetition and concentration. The security in the group and the presence and support from the teacher was reported to be important. In conclusion, this exploratory project proves the feasibility of implementing peer-learning during the procedural training in dermatology for medical students and finds self-reported benefits including good exchange of knowledge with peer and increased focus on the activity.