The peer teachers' perception of intrinsic motivation and rewards.

Peer-assisted learning (PAL) is an educational method commonly applied in academic teaching. It is characterized by the interplay between peer teachers and learners who are at a similar academic level. Although it has been shown that peer teachers benefit from participating in PAL, little is known about their perception of motivation and rewards. Here we designed a questionnaire and measured the perception of intrinsic motivation and rewards of peer teachers from three different PAL programs. Overall, peer teachers were highly intrinsically motivated. The reward category Supporting Others was appreciated the most, followed by the reward categories Self-Improvement, Feedback, and Financial. The perception of rewards reflected the features of the three PAL programs. For example, the item "learning the teaching matter themselves" was most valued by peer teachers who were enrolled in a PAL program that deployed their peer teachers primarily to convey knowledge. In contrast, "actively shaping the teaching situation" was appreciated most by peer teachers of the PAL program that enables their peer teachers to conceive their teaching sessions independently. These findings go toward recommendations of the implementation and further development of PAL programs. If PAL programs clearly define their features and aims, they could specifically attract (and select) peer teachers and meet their needs as well as expectations, providing opportunities to gain knowledge and teaching experience. Ultimately, these PAL programs could better support the learners.

Peer teaching beyond the formal medical curriculum.

Peer-assisted learning (PAL) is nowadays commonly implemented in medical education. Mostly PAL is utilized to specifically support teaching within one subject or a specific curricular situation. Here, we present a large-scale peer teaching program that aims to address the individual student's learning needs. In addition, it provides a platform for students to participate in academic teaching. A retrospective data analysis was performed to reveal the program's development and acceptance. The program was implemented in 2008/09 with three tutorials conducted by 24 student tutors to support students preparing for reexaminations. Since then, the program has continuously grown. In 2015/16, 140 tutors conducted 52 tutorials, consisting of 2,750 lessons for 1,938 tutees. New tutorial categories were continuously introduced. In 2015/16, these encompassed tutorials that were held concomitantly to the formal curriculum, tutorials that exceeded the contents of the formal curriculum, tutorials for preparation for the state examination, and electives. Evaluations among the tutees revealed that 93.5% of the respondents rated the courses overall as "good" or "excellent" ( n = 13,489) in 2015/16. All elements of the peer teaching program are managed by one academic group. This encompasses the organization of tutorials, the quality management, and the qualification of tutors, including content-related supervision and didactic training. We conclude that the implementation of a large-scale peer teaching program can complement the formal curriculum. This might be beneficial for both tutors who can actively train their didactic and content-related competencies, and tutees who can autonomously consolidate and expand their knowledge.

Interactive knowledge networks for interdisciplinary course navigation within Moodle.

Web-based hypermedia learning environments are widely used in modern education and seem particularly well suited for interdisciplinary learning. Previous work has identified guidance through these complex environments as a crucial problem of their acceptance and efficiency. We reasoned that map-based navigation might provide straightforward and effortless orientation. To achieve this, we developed a clickable and user-oriented concept map-based navigation plugin. This tool is implemented as an extension of Moodle, a widely used learning management system. It visualizes inner and interdisciplinary relations between learning objects and is generated dynamically depending on user set parameters and interactions. This plugin leaves the choice of navigation type to the user and supports direct guidance. Previously developed and evaluated face-to-face interdisciplinary learning materials bridging physiology and physics courses of a medical curriculum were integrated as learning objects, the relations of which were defined by metadata. Learning objects included text pages, self-assessments, videos, animations, and simulations. In a field study, we analyzed the effects of this learning environment on physiology and physics knowledge as well as the transfer ability of third-term medical students. Data were generated from pre- and posttest questionnaires and from tracking student navigation. Use of the hypermedia environment resulted in a significant increase of knowledge and transfer capability. Furthermore, the efficiency of learning was enhanced. We conclude that hypermedia environments based on Moodle and enriched by concept map-based navigation tools can significantly support interdisciplinary learning. Implementation of adaptivity may further strengthen this approach.

A large-scale peer teaching programme - acceptance and benefit.

INTRODUCTION: The involvement of students in the embodiment of university teaching through peer-assisted learning formats is commonly applied. Publications on this topic exclusively focus on strictly defined situations within the curriculum and selected target groups. This study, in contrast, presents and evaluates a large-scale structured and quality-assured peer teaching programme, which offers diverse and targeted courses throughout the preclinical part of the medical curriculum. METHODS: The large-scale peer teaching programme consists of subject specific and interdisciplinary tutorials that address all scientific, physiological and anatomic subjects of the preclinical curriculum as well as tutorials with contents exceeding the formal curriculum. In the study year 2013/14 a total of 1,420 lessons were offered as part of the programme. Paper-based evaluations were conducted over the full range of courses. Acceptance and benefit of this peer teaching programme were evaluated in a retrospective study covering the period 2012 to 2014. Usage of tutorials by students who commenced their studies in 2012/13 (n=959) was analysed from 2012 till 2014. Based on the results of 13 first assessments in the preclinical subjects anatomy, biochemistry and physiology, the students were assigned to one of five groups. These groups were compared according to participation in the tutorials. To investigate the benefit of tutorials of the peer teaching programme, the results of biochemistry re-assessments of participants and non-participants of tutorials in the years 2012 till 2014 (n=188, 172 and 204, respectively) were compared using Kolmogorov-Smirnov- and Chi-square tests as well as the effect size Cohen's d. RESULTS: Almost 70 % of the students attended the voluntary additional programme during their preclinical studies. The students participating in the tutorials had achieved different levels of proficiency in first assessments. The acceptance of different kinds of tutorials appears to correlate with their performance in first assessments. 94% of the students participating in tutorials offered in the study year 2013/14 rated the tutorials as "excellent" or "good". An objective benefit has been shown by a significant increase in re-assessment scores with an effect size between the medium and large magnitudes for participants of tutorials compared to non-participants in the years 2012, 2013 and 2014. In addition, significantly higher pass rates of re-assessments could be observed. CONCLUSION: Acceptance, utilisation and benefit of the assessed peer teaching programme are high. Beyond the support of students, a contribution to the individualisation of studies and teaching is made. Further studies are necessary to investigate possible influences of large-scale peer teaching programmes, for example on the reduction of study length and drop-off rates, as well as additional effects on academic achievements.

An overview of peer tutor training strategies at German medical schools.

BACKGROUND: An increased popularity of peer-assisted learning in medical schools all over the globe has caused a growing interest in taking a closer look into how student tutors are trained to handle the task. This article provides an overview of the tutor training strategies at five medical faculties in Germany. METHODS: Nine German medical faculties with an evident tutor training strategy were contacted by phone or e-mail. Ultimately, five of the nine contacted faculties responded and provided a detailed overview of their individual tutor training. RESULTS: In many cases, tutors receive a mandatory didactic training in preparation of the tutorials and also an additional technical or specialized training. Frequently, tutor training is provided within the framework of an organized, faculty-based tutor training program. There is a trend towards a needs-adapted training strategy. CONCLUSION: There is a broad variety of peer teaching and tutor training strategies at the various faculties surveyed. Their individual characteristics are determined by factors such as the nature of tutorials and the number of students.

Stable and efficient cassette exchange under non-selectable conditions by combined use of two site-specific recombinases.

Work of the last decade has proven the 'one gene- one product-one function' hypothesis an oversimplification. To further unravel the emerging 'one gene-multiple products-even more functions' concept, new methods (such as subtle knock-in and tightly regulated conditional mutations) for the analysis of gene function in health and disease are required. Another class of improvements (such as tetraploid fusion and cassette exchange) addresses the efficiency with which targeted mutant strains can be generated. Recombinase-mediated cassette exchange (RMCE), which in theory is well suited for the rapid generation of multiple alleles of a given locus, is hampered by its low efficiency in the absence of selection and, especially in vivo, by the promiscuity of the participating recombinase recognition sites. Here we present a novel approach which circumvents this problem by the use of two independent recombinase systems. The strategy, which uses loxP on one and FRT on the other side of the cassette together with a Cre/Flpe expression vector, prevents excisive events and results in higher rates of cassette integration without selection than previously described. This method has a huge potential for the generation of allelic series in embryonic stem cells and, importantly, in pre-implantation embryos in vivo.

Control of local NGF mRNA synthesis by preformed factors rapidly released from peripheral nerves.

After nerve lesion, a biphasic upregulation of nerve growth factor synthesis occurs in nonneuronal cells. Two fundamentally different regulatory principles underlie this phenomenon. A previously described tissue-extrinsic mechanism depends on macrophages invading the lesioned nerve and their secreted products, such as interleukin 1. It is responsible for the second delayed response. Here we demonstrate a novel mechanism of lesion-induced NGF regulation, which makes use exclusively of tissue-intrinsic elements. Sciatic nerve contains a potent preformed NGF-inducing activity. It is released within minutes after nerve lesion and is responsible for the first rapid NGF increase, which occurs within hours after injury. This type of regulatory mechanism may allow for matching of NGF synthesis with the severity of the lesion.

Insert-containing neurotrophins in teleost fish and their relationship to nerve growth factor.

Some teleost species express neurotrophins not known in other vertebrates, namely neurotrophin-6 (NT-6) and neurotrophin-7 (NT-7). Mature proteins of both genes are closely related to nerve growth factor (NGF). We have cloned zebrafish NGF (zNGF) and show that genomic organization and transcript structure of zNGF, zNT-7, and mouse NGF are highly similar. This suggests the vital importance of hitherto unrecognized untranslated regions and principal features of gene structure, retained in species separated 410 mya. Aiming to clarify the relation between NT-6 and NT-7, we have identified partial NGF and NT-6/7 sequences of additional teleost species and a complete set of neurotrophins in two pufferfish genomes (fugu and tetraodon). Interestingly, this includes neurotrophin-4/5, hitherto not described in any fish species. Identification of only one NT-6/7-like gene in pufferfish and salmon, phylogenetic analysis and a strikingly high identity of an untranslated sequence of zNT-7 and the pufferfish NT-6/7 genes strongly suggest that these genes have evolved from a common ancestor after a single "fish specific" duplication of NGF. Evidence for sub- and neofunctionalization is provided.