A model for peer tutoring in the medical school setting

Walker-Bartnick, Leslie; Berger, Jacqueline; Kappelman, Murray M.

doi:10.1097/00001888-198404000-00004

Cited by 33 publications

(35 citation statements)

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“…First-year students perceived the peer teaching review sessions were well organized and informative. First-year students' satisfaction with organization and sequencing of the peer teaching review sessions within this model of peer teaching was similar to the findings reported by medical students (Walker-Bartnick et al, 1984). Second-year tutors successfully reinforced anatomical concepts presented previously by the anatomy course faculty, because peer tutors designed the review packets according to weekly themes printed in the anatomy course syllabus.…”

Section: Discussion Perceptions Of Students/tuteessupporting

confidence: 74%

“…Similar to medical student tutors (Walker-Bartnick et al, 1984;Nnodim, 1997), second-year PT tutors acknowledged the academic merits derived from peer teaching. Concurrent with peer teaching in gross anatomy, the four second-year tutors were enrolled in MSK I, a course that covered the rationale underlying examination and evaluation of musculoskeletal dysfunctions in patients.…”

Section: Perceptions Of Teachers/tutorsmentioning

confidence: 97%

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Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students

Youdas

Hoffarth

Kohlwey

et al. 2008

Anatomical Sciences Ed

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Despite nearly 200 accredited entry-level physical therapist education programs in the United States that culminate in a doctoral degree, only a paucity of reports have been published regarding the efficacy of peer teaching in gross anatomy. No one has described the usefulness of peer teaching from the viewpoint of the peer teacher. An organized peer teaching method provided by four second-year doctors of physical therapy (DPT) students in a semester course in gross anatomy had a positive impact on the academic performance in gross anatomy of first-year DPT students. The unique feature of the weekly peer teaching sessions was a packet assembled by the second-year peer teachers, which contained diagrams, fill-in-the blank questions, and helpful mnemonic devices. This study surveyed perceptions of first-year DPT students in response to a peer teaching method, using a structured 10-item questionnaire and a five-point Likert scale. Second-year DPT peer teachers provided written reflections about the benefits and challenges of serving as a peer teacher. Results revealed that 13 planned peer-teaching experiences provided by four second-year DPT students were valuable and promoted a firm understanding of anatomical relationships important for the clinical competence of physical therapist students. Moreover, peer teachers acknowledged acquiring clinically desirable teaching, academic, organizational, and time management skills from the experience. As a result, physical therapist educators may wish to consider this model of peer teaching to augment their teaching strategies for a class in gross human anatomy.

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Section: Discussion Perceptions Of Students/tuteessupporting

confidence: 74%

Section: Perceptions Of Teachers/tutorsmentioning

confidence: 97%

Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students

Youdas

Hoffarth

Kohlwey

et al. 2008

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…Research has shown that cooperative learning, such as pairing senior and junior students, provides psychological support and aids professional and personal development (Walker-Bartnick et al, 1984). Allen and Boraks (1978) first proposed the term reciprocal peer teaching (RPT) to illustrate circumstances where students alternate roles as teacher and student (Allen and Boraks, 1978).…”

Section: Introductionmentioning

confidence: 99%

Reciprocal peer teaching: Students teaching students in the gross anatomy laboratory

et al. 2005

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Three common instructional strategies used to teach gross anatomy are lecture, discovery or inquiry-based learning, and cooperative learning. One form of cooperative learning, called reciprocal peer teaching (RPT), illustrates circumstances where students alternate roles as teacher and student. By assuming the responsibility of teaching their peers, students not only improve their understanding of course content, but also develop communication skills, teamwork, leadership, confidence and respect for peers that are vital to developing professionalism early in their medical careers. Traditionally in our Anatomy department, students dissect the entire body using a standard dissection manual. More non-traditionally, however, we have increased cooperative learning in the dissection laboratory by involving students in a series of supplementary RPT activities. During these exercises, 10% of the class practiced their demonstration with course instructors until the students felt prepared to demonstrate the exercise to their classmates. We designed one peer demonstration emphasizing three to six teaching objectives for most of the 40 dissection units. This resulted in a compendium of peer demonstrations for implementation throughout the course. The multitude of diverse exercises permitted each student many opportunities to teach their peers. A debriefing questionnaire was administered at the end of the course demonstrating that 100% of students agreed the RPT experience increased their understanding of the topics they taught and 97% agreed it increased their retention of information they taught to their peers. In addition, 92% agreed that RPT improved their communication skills, which can be applied beyond anatomy to their careers as future physicians.

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“…Peer tutoring reinforces learned skills or assists students in obtaining greater understanding of the topics they are teaching. 5,[13][14][15] Those who are involved in peer tutoring also have more confidence. 16,17 Systematic reviews have been published on the efficacy of peer tutoring programs in elementary and secondary schools.…”

Section: Introductionmentioning

confidence: 99%

Peer Tutoring Programs in Health Professions Schools

Santee

Garavalia²

2006

Am J Pharm Educ

106

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Objective. Peer tutoring programs may be one method of maintaining quality of pharmacy education in the face of growing student enrollment and a small faculty body. A critical review of the literature was performed to ascertain whether peer tutoring programs improve or maintain the academic performance of health care professional students. Methods. Various electronic databases and abstracts from past American Association of Colleges of Pharmacy's annual meetings were searched to identify pertinent research. Only those articles with quantitative data, an experimental design, and comparative statistical analysis were included for review.Results. Most studies found that peer tutoring had a positive impact on academic performance. These results may not be readily generalizable as there were numerous methodological flaws and limited descriptions of the programs and participants. Implications. Studies with better designs and more detail are needed to answer definitively whether peer tutoring is of benefit. Details of what resources were required should be included in the study to allow the reader to determine the feasibility of the intervention.

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A model for peer tutoring in the medical school setting

Cited by 33 publications

References 0 publications

Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students

Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students

Reciprocal peer teaching: Students teaching students in the gross anatomy laboratory

Peer Tutoring Programs in Health Professions Schools

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