Table 1.

Two conceptualised training approaches

	Directive approach	Facilitative approach
	The peer trainer
Starting the session	Demonstrates the course content and objectives	Asks a student to demonstrate the course content and objectives
Spontaneous trainer actions, including sharing trainer’s own experiences	Gives (extra) information concerning the course content and/or shares his own experiences to deepen understanding	Questions and challenges students concerning the course content and/or his own experiences to deepen understanding
Reaction to students’ questions	Answers questions and insecurities with clear-cut answers	Answers questions and insecurities with questions, hints and/or prompts
Feedback	Gives specific and immediate feedback	Asks students to provide feedback themselves and/or their peers, supported by asking guiding questions
Closing the session	Summarizes the course content, points out important aspects, misconceptions, and/or the mistakes made by students at the end of the session	Asks students to summarise the course content at the end of the session by pointing out one or more things they have learned during the session