We learn from each other': Creating a scholarly community of practice through peer tutoring (original) (raw)
Related papers
PeerWise - The Marmite of Veterinary Student Learning
2011
PeerWise is a free online student-centred collaborative learning tool with which students anonymously author, answer, and evaluate multiple choice questions (MCQs). Features such as commenting on questions, rating questions and comments, and appearing on leaderboards, can encourage healthy competition, engage students in reflection and debate, and enhance their communication skills. PeerWise has been used in diverse subject areas but never previously in Veterinary Medicine. The Veterinary undergraduates at the University of Glasgow are a distinct cohort; academically gifted and often highly strategic in their learning due to time pressures and volume of course material. In 2010-11 we introduced PeerWise into 1st year Veterinary Biomolecular Sciences in the Glasgow Bachelor of Veterinary Medicine and Surgery programme. To scaffold PeerWise use, a short interactive session introduced students to the tool and to the basic principles of good MCQ authorship. Students were asked to author...
Medical Education Online, 2015
Background: While there is an increasing pool of literature documenting the benefits of near-peer tutoring programme, little is known about the benefits for junior and senior peer tutors. Knowledge of the peer tutors' perceived benefits at different levels of seniority will aid in the development of a near-peer tutoring programme that will better fulfil both curricula and personal aspirations of near-peer tutors. We, therefore, investigated the perceived benefits of participation in a near-peer tutoring programme for junior as well as senior near-peer tutors. Methods: Pre-and post-participation questionnaires were distributed to near-peer tutors after their clinical skills teaching sessions with Phase I undergraduate medical students. The Peer Tutor Assessment Instrument questionnaires were distributed to the 1) students, and to the 2) near-peer tutors (junior and senior) after each teaching and learning session for self-evaluation. Results: The senior near-peer tutors felt that their participation in the programme had enhanced their skills (p 00.03). As a whole, the near-peer tutors were more motivated (Pre 5.3290.46; Post 5.4790.50; p 00.210) to participate in future teaching sessions but did not expect that having teaching experiences would make teaching as their major career path in the future (Pre 4.6391.07; Post 4.5490.98; p00.701). The senior nearpeer tutors were evaluated significantly higher by the students (p 00.0001). Students' evaluations of near-peer tutors on the domain of critical analysis was higher than self-evaluations (p 00.003). Conclusions: Generally, the near-peer tutors perceived that they have benefited most in their skills enhancement and these near-peer tutors were scored highly by the students. However, senior near-peer tutors do not perceive that the programme has a lasting impact on their choice of career path.
Medical faculty opinions of peer tutoring
Education for health (Abingdon, England)
Peer tutoring is a well-researched and established method of learning defined as 'a medical student facilitating the learning of another medical student'. While it has been adopted in many medical schools, other schools may be reluctant to embrace this approach. The attitude of the teaching staff, responsible for organizing and or teaching students in an undergraduate medical course to formal peer teaching will affect how it is introduced and operationalized. This study elicits faculty opinions on how best to introduce peer tutoring for medical students. Structured telephone interviews were recorded, transcribed and analyzed using thematic analysis. The interviews were with medically qualified staff responsible for organizing or teaching undergraduate medical students at a New Zealand medical school. Six questions were posed regarding perceived advantages and disadvantages of peer tutoring and how the school and staff could support a peer-tutoring scheme if one was introduce...
Students as peer tutors and mentors
Zeitschrift für Hochschulentwicklung, 2014
Time is limited and there are many benefits for both students and their teachers when learners are actively engaged in the educational process as peer tutors and mentors. We describe a training programme that helped students develop the skills and insight they need to fulfill these roles. In the three-day workshop we modeled a coherent educational approach to this training. We used a wide variety of instructional methods, including lecturing, large and small group activities, feedback, as well as an Objective Structured Teaching Exercise (OSTE). At the end of the workshop, participants had a profound understanding of the role and potential of a mentor and felt more comfortable about extending and developing their teaching. In health professions, education, in particular the role of the mentor, is to help students cross barriers and boundaries to become new members of their chosen profession.
2021
Background Research methodology is an essential part of evidence-based medicine. Many educational programs include clinical research methodology within their curriculum. Moreover, students’ preferences for learning methods are different to before, as they now prefer alternative methods, such as peer teaching. Peer-assisted learning enhances students’ tutoring skills. Thus, the current study aimed to evaluate the effect of peer teaching on enhancing clinical research skills. Methods Peer-assisted learning was evaluated during a four-week online research methodology course designed for medical students at King Abdulaziz University. A total of 121 students’ and 38 tutors’ attitudes and perceptions of peer teaching were evaluated using a self-administered questionnaire. The effectiveness of peer teaching was assessed using pre- and post-course knowledge tests. Chi-square used to assess the association of qualitative data and Mann-Whitney U test and Wilcoxon rank test are used as nonpara...
International Journal of Environmental Research and Public Health, 2021
The University of Bologna School of Medicine in 2003 adopted a near-peer teaching (NPT) program with senior medical students teaching and assisting younger students in human anatomy laboratories. This study aimed to evaluate the effectiveness and outcomes of this program—unique on the Italian academic panorama—from the tutors’ perspective. An anonymous online survey was administered to all those who acted as peer tutors in the period from 2003 to 2021; it evaluated tutors’ perceptions regarding the influence of the tutoring experience on their skillset gains, academic performance, and professional career. Furthermore, tutors were asked to express their views on the value of cadaver dissection in medical education and professional development. The overall perception of the NPT program was overwhelmingly positive and the main reported benefits were improved long-term knowledge retention and academic performance, improved communication, team-working and time management skills, and enha...
Perspectives in Education, 2023
Peer-assisted learning (PAL) encompasses the active acquisition of knowledge and skills among students in similar social settings where teaching one another enables reciprocal learning. Sameyear/level PAL (SPAL) is applied in theoretical and clinical teaching across medical disciplines worldwide and is regarded as a teaching and learning strategy promoting self-directed learning. However, it is unclear if SPAL is supporting the academic progress and skills development of students placed on extended curriculum programmes (ECP) in health sciences education (HSE) effectively. This paper focuses on ECP tutors and tutees' experiences of SPAL on their academic, personal and professional development. Six qualitative, semi-structured group interviews were conducted with 41 ECP students (14 tutors and 27 tutees) after they had participated in SPAL sessions. Findings indicate that SPAL supports ECP students not only academically, but also improves graduate attributes and leadership development, and promotes adapting to higher education through the establishment of communities of learning. Embedding structured SPAL sessions into ECPs in HSE was found to be central to the success of this teaching and learning strategy.
A peer observation program for the professional development of laboratory tutors
The Asia Pacific Scholar
As undergraduate allied health programs continue to expand, there is increasing reliance on laboratory tutors, to engage, mentor and teach students. The bioscience laboratory is a specialised, tightly regulated learning environment and a potentially rich learning platform for students, but when the laboratory tutors are inadequately trained, the flow-on effects to the students can produce unfavourable learning outcomes. Traditionally, new tutors attend a generic sessional training workshop offered by the university. Due to the added health & safety considerations and the type of learning (kinaesthetic) that occurs in the laboratory, we identified a need for a specific professional development program for laboratory tutors. Our aim was to develop a program that allowed tutors to work within a framework tailored for laboratory teaching and, in a supportive environment, build teaching skills that promote student learning. Based on Lave's theory of situated learning (Lave, 1991) and the recognised approach of supported reflective practice (Bell, 2001) we placed opportunities for peer observation at the centre of the program. The framework presented here (3P's) was developed specifically for laboratory tutors and served as behavioural guidelines for peer observation sessions. Ten participants volunteered for the pilot program which concluded in 2015. Peer observation records and focus group data were gathered to evaluate the pilot program. Tutor feedback has initiated improvements in the program, and due to its overall success, it has been embedded into the recruitment/induction process for laboratory tutors in our department.
‘Peer learning’ as pedagogic discourse for research education 1
Studies in Higher Education, 2005
Research education has been dominated in recent years by policy-driven preoccupations with doctoral completions, funding and contributions to the economy. This has led universities to focus on enhanced institutional support for research degrees, with an emphasis on supervision, in particular the training of supervisors, and provision of a richer environment for students. This article uses examples from interviews with research students to show how the provision of a rich environment is not in itself sufficient. A new discourse is needed so that students are able to take up opportunities that are available. The article questions the current emphasis and argues that a new focus on pedagogy is explicitly needed. It challenges the dominant focus on supervision and 'provisionism' and suggests that a more appropriate pedagogic discourse should draw on the familiar notion of 'peer' from the world of research. It argues that peer learning, appropriately theorized and situated within a notion of communities of research practice, might be a productive frame through which to view research education.