To the Editor: Silbert and colleagues highlight the benefits of peer-assisted learning (PAL).1 They allude to the number of overseas medical schools that provide tutor training programs, and to the possibility that Australian medical students are missing out on this opportunity. We agree that PAL is useful, but not all Australian medical students have been deprived. Since 2008, Monash University has been running VESPA (Vertical Study Program), an optional PAL program.2 Initiated by a group of medical undergraduate students, it continues to be largely student-driven, with faculty support. Further, our program has had international impact.3
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- 1. Silbert BI, Lam SJP, Henderson RD, Lake FR. Students as teachers. Med J Aust 2013; 199: 164-165. <MJA full text>
- 2. Kam J, Mitchell R, Tai J, et al. A peer-assisted vertical study program (VESPA) for medical students: results of a pilot study. Focus on Health Professional Education 2010; 11: 76-79.
- 3. McAleer E, Parker R, Griffiths OR. Medical schools should develop medical educators, not just doctors. Med Teach 2013; 35: 698.
- 4. Kam JK, Tai J, Mitchell RD, et al. A vertical study programme for medical students: peer-assisted learning in practice. Med Teach 2013; 35: e943-e945.
- 5. Hu W, McColl G, Thistlethwaite JE, et al. Where is the next generation of medical educators? Med J Aust 2013; 198: 8-9. <MJA full text>
Thanks to Rob Mitchell, Sheila Vance and Elaine Halley for being instrumental in developing the VESPA case night, and to the Faculty of Medicine, Nursing and Health Sciences, Monash University, for its ongoing support.
No relevant disclosures.