Eight years of PBL peer-tutors experience at the Universidad Austral of Chile's Medical School.

Ocho años de experiencia de tutores pares en ABP, en una Escuela de Medicina chilena
Alejandra Vidalaa, Ricardo Castillobb, Jorge Gómezcc

a Medical School, Faculty of Medicine, Austral University of Chile, Valdivia, Chile
b Health Sciences Education Office, Faculty of Medicine, Austral University of Chile, Valdivia, Chile
c Public Health Institute, Faculty of Medicine, Austral University of Chile, Valdivia, Chile

Recibido 22 enero 2016, Aceptado 15 mayo 2016

Palabras Clave

Tutores por pares, Aprendizaje basado en problemas, Educación médica


Peer-tutors, Problem-based learning, Medical education


Background: The great difficulty in implementing problem-based learning (PBL) in the Universidad Austral Medical School, Chile, was due to inadequate number of teachers wishing to become tutors in this topic. As a result of this, a PBL Peer-Tutoring Program was developed.

Objective: To analyze, the peer-tutors’ experience in this program between 2007 and 2014.

Method: A qualitative, descriptive and exploratory was conducted using an intrinsic case study of the experience of peer-tutor. The techniques and tools used were a questionnaire with its survey and two focus groups with the same thematic script. A Likert scale was used to assess tutor perceptions on the training received. Performance and personal achievements was used in the survey, and a thematic analysis was carried out on all the notes from the focus groups.

Results: A total of 95 students were trained as peer-tutor between 2007 and 2014, of which 85 of them (89.5%) responded to the questionnaire. The results showed that 84.7% of the tutors agreed on the training received, and 84.4% showed total agreement with their performance perception. The personal achievement item showed the highest responses (89.9%) for total agreement. The focus group highlighted that being a tutor is a great contribution to their personal and professional development.

Conclusions: Peer-tutoring in PBL promotes the early acquisition and practice of the skills described in the admission profiles of the medical student, using their own self-learning skills, effective communication, and the motivation to teach.