Evaluation of a peer mentoring program for a mature cohort of first-year undergraduate paramedic students

Abstract

The purpose of this study was to evaluate the effectiveness of a peer-assisted study session (PASS) program for a large class of Bachelor of Health Science (Paramedic) students. This cohort was made up predominantly of mature aged students who have not undertaken any study for many years. Within a bioscience first-year core subject, student mentees attended PASS sessions on a voluntary basis, with second-year Bachelor of Health Science (Paramedic) students acting as mentors. Mentors were recruited based on their outstanding academic performance in bioscience the previous year and selected based on group and individual interviews. Successful candidates participated in a compulsory 2 days of student mentor training and were supported throughout the program to develop their mentoring skills in both face-to-face workshops and online. Mentee students were allocated to a PASS session with a maximum size of 25 students/group that was facilitated by 2 student mentors. In general, the program was viewed favorably by both mentors and mentees. There was an increase in academic performance and a decrease in the fail rate of the mentee group compared with the cohort of students that did not participate in the PASS program. Importantly, mentees believed that the program improved their study skills and gave them confidence in their approach to studying. This is a significant consideration for the improvement of student transition and retention in a mature aged student cohort.

Mentoring Undergraduate Students

“…The researchers found that peer mentors earned higher grades and enrolled in more courses compared to students who had not participated as peer mentors. Similarly, Hryciw, Tangalakis, Supple, and Best (2013) found peer mentoring to be beneficial to both mentors and mentees. One particular benefit of mentoring to students was an increase in students' networks.…”

Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

“…The program was not effective on GPA but had some benefits on learning strategies and the social skills of mentees. Finally, Hryciw, Tangalakis, Supple and Best (2013) evaluated the effectiveness of a peer-assisted study session program for a large class of Bachelor of Health Science (Paramedic) students. Specifically they assessed first-year undergraduate student perceptions of the program and they found that 63% indicated that they had a better understanding of the subject, with 40% of mentees specifically saying that their knowledge had increased; 52% of mentees indicated that completing the program gave them confidence in working in a group setting.…”

Opinión de los estudiantes de enfermería sobre las tutorías universitarias//Opinion of nursing students on university mentoring

“…En relación a la calificación de los estudiantes en las tutorías, casi la mitad de los estudiantes afirmaron que, nunca o casi nunca se les califica (45,9%). Estos resultados disienten de la consideración de que las tutorías son, en sí mismas, un instrumento para evaluar el seguimiento y rendimiento de los estudiantes (Ibarra, Gil, Clares, Padilla, Rodríguez y Torres, 2006;Guerra-Martín, 2015;Hryciw, Tangalakis, Supple y Best, 2013;Watts, 2011). López, 2005; aunque por otro lado, si es voluntaria la asistencia y participación en las tutorías, este hecho dificulta la evaluación (Gairín et al, 2004;Alvis, 2009;Guerra-Martín, 2015).…”