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

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.