A Peer-assisted Vertical Study Program (VESPA) for Medical Students: Results of a Pilot Study

Introduction: In the medical school context, Peer-Assisted Learning (PAL) refers to the exchange of information between students at differing stages of learning. PAL has a number of benefits including the establishment of mentoring relationships and preparation for future educational roles. Although Monash University employs a vertically integrated curriculum, opportunities for knowledge exchange between junior and senior students occur infrequently. Based on the experience of coordinated pre-clinical revision sessions, we undertook to pilot a more expansive Vertical Study Program (VESPA) based on the principles of PAL. Innovation: A Working Group, comprised predominantly of students, organised two VESPA sessions of two hours duration. Participants were allocated to a group of 10-15 students, with approximately equal representation from all five year levels. Each session was 'case-based', with study materials developed by the Working Group. Final year students acted as facilitators. Evaluation and Outcomes: We evaluated the second VESPA session using a 10-question survey. Of 92 participants, 87 (95%) agreed the case materials were easy to follow and 77 (84%) believed they allowed students from all year levels to contribute (10% were undecided). 81 (88%) felt the session helped with understanding curriculum content. What Next?: The pilot VESPA sessions were successful, with better-thanexpected student participation and overall positive feedback. In 2009 we will roll out a more substantial program; more rigorous evaluation will follow. We suggest VESPA might prove a meaningful model of PAL with potential benefits including academic revision, the development of mentoring relationships and the application of teaching and facilitation skills.