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Peer tutoring

Melinda E Lull, Jennifer L Mathews
Objective. To assess the effectiveness of optional online quizzes written by peer tutors in a pharmacology course for doctor of pharmacy students. Methods. Online quizzes were written by peer tutors for second-year pharmacy students. Quizzes reflected the material taught during lecture and were in a format similar to that of the examinations. Data related to performance on each quiz and each examination were collected throughout the semester. At the end of the semester, students and peer tutors were surveyed to gather information on the utility and success of the quizzes...
September 25, 2016: American Journal of Pharmaceutical Education
Gavin T L Brown, Elizabeth R Peterson, Esther S Yao
BACKGROUND: Lecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance. AIMS: This study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to self-reported self-regulation and self-efficacy, and achievement...
September 9, 2016: British Journal of Educational Psychology
Myroslava Protsiv, Senia Rosales-Klintz, Freddie Bwanga, Merrick Zwarenstein, Salla Atkins
BACKGROUND: Increased health research capacity is needed in low- and middle-income countries to respond to local health challenges. Technology-aided teaching approaches, such as blended learning (BL), can stimulate international education collaborations and connect skilled scientists who can jointly contribute to the efforts to address local shortages of high-level research capacity. The African Regional Capacity Development for Health Systems and Services Research (ARCADE HSSR) was a European Union-funded project implemented from 2011 to 2015...
2016: Health Research Policy and Systems
T J Bugaj, C Nikendei
Today, skills laboratories or "skills labs", i.e. specific practical skill training facilities, are a firmly established part of medical education offering the possibility of training clinical procedures in a safe and fault-forging environment prior to real life application at bedside or in the operating room. Skills lab training follows a structured teaching concept, takes place under supervision and in consideration of methodological-didactic concepts, ideally creating an atmosphere that allows the repeated, anxiety- and risk-free practice of targeted skills...
2016: GMS Journal for Medical Education
Natalie White Gaughf, Penni Smith Foster
BACKGROUND: Peer tutoring has been found to be beneficial to both students and peer tutors in health sciences education programs. This article describes the implementation of a centralized, institutional peer tutoring program at the University of Mississippi Medical Center, an academic health science center in the U.S. The Program: This multispecialty peer tutoring program paired students experiencing academic difficulties with peer tutors who showed prior academic success, professionalism and effective communication skills...
May 2016: Education for Health: Change in Training & Practice
Nithish Jayakumar, Danushan Srirathan, Rishita Shah, Agnieszka Jakubowska, Andrew Clarke, David Annan, Dekan Albasha
BACKGROUND: The beneficial effects of peer teaching in medical education have been well-described in the literature. However, it is unclear whether students prefer to be taught by peers in small or large group settings. This study's aim was to identify differences in medical students' preferences and perceptions of small-group versus large-group peer teaching. METHODS: Questionnaires were administered to medical students in Year 3 and Year 4 (first 2 years of clinical training) at one institution in the United Kingdom to identify their experiences and perceptions of small-and large-group peer teaching...
May 2016: Education for Health: Change in Training & Practice
Shahid Sarwar, Shandana Tarique
OBJECTIVE: To compare student-tutor guided peer-assisted learning (STPAL) and resident-tutor guided peer-assisted learning (RTPAL) for its impact on performance of students in summative assessment. STUDY DESIGN: Quasi-experimental study. PLACE AND DURATION OF STUDY: Gujranwala Medical College, from February to September 2015. METHODOLOGY: Four batches each of final year MBBS students were first trained for clinical skills by resident-tutors for 2 weeks and had a pre-test...
July 2016: Journal of the College of Physicians and Surgeons—Pakistan: JCPSP
Peter Melcher, Dirk Zajonz, Andreas Roth, Christoph-E Heyde, Mohamed Ghanem
BACKGROUND: The OSCE (objective structured clinical examination) is composed of oral and practical examination in order to examine students' abilities to imply clinical examination techniques and to interact with patients. The examiners for this procedure can be either lecturers or peers. The aim of this work is to evaluate the peer-assisted teaching student tutors as examiners in an orthopedic surgery OSCE station. METHODS: We analyzed the OSCE data from 2013 to 2015...
2016: GMS Interdisciplinary Plastic and Reconstructive Surgery DGPW
T Shiozawa, B Hirt, M Lammerding-Koeppel
INTRODUCTION: Student tutors in the dissection course are expected to meet high demands in their job, to fulfill these expectations they receive training. Combined tutor training is well accepted by tutors and tutees, however, it is not known how tutor training influences student learning. Deduced from the learning goals of the tutor training, a randomized, controlled, single-blinded study was set up with a quantitative cross-sectional analysis to compare student learning behavior. METHODS: A total of 197 medical students, coached either by ten trained or ten untrained tutors, were enlisted in the study...
July 28, 2016: Annals of Anatomy, Anatomischer Anzeiger: Official Organ of the Anatomische Gesellschaft
T A Esan, E O Oziegbe
BACKGROUND: The World Health Organization in 1994 recommended that dental education should be problem based, socially and culturally relevant, and community oriented. OBJECTIVES: To explore the perceptions of Pre-phase II (pre-clinical II) dental students on three methods of teaching used during two academic sessions. METHODS: All part IV dental students in two consecutive sessions undergoing pre phase II course in the Faculty of Dentistry, Obafemi Awolowo University, Ile-Ife were recruited into the study...
December 2015: African Journal of Medicine and Medical Sciences
Anna K Vnuk, Andy Wearn, Charlotte E Rees
Peer Physical Examination (PPE) is an educational tool used globally for learning early clinical skills and anatomy. In quantitative research, there are differences in students' preferences and actual participation in PPE by gender. This novel study qualitatively explores the effect that gender has on medical students' experiences of learning physical examination through PPE. We employ an interpretative approach to uncover the PPE experiences of students from a European, graduate-entry medical school. Volunteers participated in either individual or group interviews...
July 19, 2016: Advances in Health Sciences Education: Theory and Practice
Alexander Olaussen, Priya Reddy, Susan Irvine, Brett Williams
BACKGROUND: Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature. Given the increasing interest in PAL as an education philosophy, the terms need clarification. The aim of this review is to 1) describe different PAL programmes, 2) clarify the terminology surrounding PAL, and 3) propose a simple pragmatic way of defining PAL programmes based on their design. METHODS: A review of current PAL programmes within the healthcare setting was conducted...
2016: Medical Education Online
Lucy S W Bates, Sheena Warman, Zoe Pither, Sarah Baillie
Based on an idea from a final-year student, Bristol Veterinary School introduced vetPAL, a student-led, peer-assisted learning program. The program involved fifth-year (final-year) students acting as tutors and leading sessions for fourth-year students (tutees) in clinical skills and revision (review) topics. The initiative aimed to supplement student learning while also providing tutors with opportunities to further develop a range of skills. All tutors received training and the program was evaluated using questionnaires collected from tutees and tutors after each session...
July 12, 2016: Journal of Veterinary Medical Education
Jonathan Dickerson, Katie Paul, Pierre Vila, Rebecca Whiticar
BACKGROUND: Bedside ultrasonography has an increasing role in medicine yet medical students have limited exposure. Although countless hours are devoted to plain radiograph and electrocardiogram (ECG) interpretation, ultrasound is frequently glossed over. Yet this imaging modality could enhance students' understanding of anatomy, physiology and pathology, and may increase their integration into hospital teams. We aimed to investigate whether a peer-assisted ultrasound course has a place within the undergraduate medical curriculum...
June 27, 2016: Clinical Teacher
A Horneffer, U Fassnacht, W Oechsner, M Huber-Lang, T M Boeckers, A Boeckers
INTRODUCTION: Peer teaching is widely applied in medical education, anatomists having a notably long tradition in cooperating with student tutors in the dissection course. At Ulm University we established an intensified concomitant didactic training program for student tutors and investigated possible effects on their tutees' academic performance and tutor evaluation. METHODS: In winter semester 2012/13 all student tutors of the dissection course were invited to participate in the "Train-the-Tutor" educational program...
June 17, 2016: Annals of Anatomy, Anatomischer Anzeiger: Official Organ of the Anatomische Gesellschaft
Maggie Bartlett, Katie Pritchard, Leo Lewis, Richard B Hays, Robert K Mckinley
INTRODUCTION: One approach to facilitating student interactions with patient pathways at Keele University School of Medicine, England, is the placement of medical students for 25% of their clinical placement time in general practices. The largest component is a 15-week 'student attachment' in primary care during the final year, which required the development of a new network of teaching practices in a rural district of England about 90 km (60 mi) from the main campus in North Staffordshire...
April 2016: Rural and Remote Health
Anna T Cianciolo, Bryan Kidd, Sean Murray
CONTEXT: Near-peer and faculty staff tutors may facilitate problem-based learning (PBL) through different means. Near-peer tutors are thought to compensate for their lack of subject matter expertise with greater adeptness at group facilitation and a better understanding of their learners. However, theoretical explanations of tutor effectiveness have been developed largely from recollections of tutor practices gathered through student evaluation surveys, focus groups and interviews. A closer look at what happens during PBL sessions tutored by near-peers and faculty members seems warranted to augment theory from a grounded perspective...
July 2016: Medical Education
Carole Khaw, Lynne Raw
OBJECTIVE: To determine the outcomes and acceptability of final-year students tutoring in Clinical Skills to Years 1-2 students in a 4-week Medical Education elective. METHODS: A paper-based survey with 14 questions requiring responses on a Likert-like scale and 2 questions with free-text responses was used to investigate Year 6 student-tutor (n=45) and Years 1-2 tutee (n=348) perceptions of near-peer teaching in Clinical Skills. The independent t-test compared mean responses from student-tutors and tutees, and thematic analysis of free-text responses was conducted...
2016: International Journal of Medical Education
V Compère, J Abily, J Moriceau, A Gouin, B Veber, H Dupont, E Lorne, J L Fellahi, J L Hanouz, J L Gerard, L Sibert, B Dureuil
STUDY OBJECTIVE: Clinical reasoning by anesthesiology residents in emergency situations where optimal management is uncertain could be improved by setting up a tutored practice exchange group. This study attempted to evaluate the impact of a practice exchange group (PEG), tutored by a senior anesthesiologist, on anesthesiology residents in emergency situations. Changes in clinical reasoning were measured by script concordance tests (SCT). DESIGN: We conducted a controlled, non-randomized study...
August 2016: Journal of Clinical Anesthesia
Tobias Weber, Henriette Hoffmann
AIM: The Center for Interprofessional Training in Medicine at the Faculty of Medicine Carl Gustav Carus at the Technische Universität Dresden, Germany, has offered courses covering interprofessional material since the winter semester 2014/15. The unusual feature of these courses is that they are co-taught by peer tutors from medicine and nursing. This study investigates the subjective experiences of these tutors during the collaborative preparation and teaching of these tutorials with the aim of identifying the effects of equal participation in the perceptions and assessments of the other professional group...
2016: GMS Journal for Medical Education
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