Peer‐to‐peer tutoring: reducing failure rates in medical school

Provencio, Amanda; Garcia, Christian M; Roesch, Justin

doi:10.1111/medu.13695

Cited by 11 publications

(14 citation statements)

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“…The purpose of this study was to provide an overview and initial program assessment of a student peer‐tutoring program at the University of Pittsburgh School of Dental Medicine. Data from the current study is in alignment with documented benefits of peer‐tutoring programs for tutees 3‐8 ; however, this report presents baseline data on the benefits of the program for the tutor, strengths of the program, and participants’ suggestions for improvement.…”

Section: Discussionmentioning

confidence: 99%

“…While this article focuses on the benefits of the tutor, it is important to determine that tutees also benefit from the programs as they too are benefactors. Confirming expectations from the literature review, 3‐6 tutees found the tutoring experience provided by their senior peers helpful. The self‐reported benefits included improved knowledge of subject matter of tutored courses, study resources, and self‐reported perception of improvements in their grades.…”

Section: Discussionmentioning

confidence: 99%

“…The benefits of peer‐tutoring for students has been documented at different kinds of academic settings particularly its positive impact on academic performance of the tutees. Studies demonstrate that peer‐tutoring is the most often used academic resource 2 and shows correlation to higher exam scores 3‐6 . In addition to the academic improvement, peer‐tutoring provides additional benefits.…”

Section: Introductionmentioning

confidence: 99%

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Assessment of a student peer‐tutoring program focusing on the benefits to the tutors

Wankiiri-Hale

Maloney

Seger

et al. 2020

Journal of Dental Education

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Context: The University of Pittsburgh School of Dental Medicine incorporates a voluntary student peer-tutoring program as 1 resource available to pre-doctoral students. It uses peer-tutoring in didactic and preclinical courses in order to provide additional help to struggling students. Objective: The goal of this article is to describe an initial program assessment using data collected between 2015 and 2017. In addition to assessing the program, this report also investigates the benefits of the program to the tutors. Design: Data were collected using surveys from tutors (N = 133) and tutees (N = 115), as well as reflective journals written by the tutors (response rate varies across instruments and questions). Responses to the surveys were analyzed using quantitative analysis, and content analysis was completed for coding the open-ended short responses and reflective journals. Results: Results show tutors' increased preparedness at the end of the term to provide tutoring, an increase in communication and teaching skills due to participation in the program, and other cited benefits to the tutor. Conclusions: In addition to academic credit, tutors benefit from reviewing the course materials and practicing skills relevant to their future careers. Tutees provided overwhelmingly positive feedback on the tutors' strengths and effectiveness, the program in general, and the extent to which tutoring helped their performance in the class. Based on the initial program assessment, the program provides benefits to both tutors and tutees; the tutors gain a valuable experience impacting them both academically and personally. K E Y W O R D Smentoring, peer-assisted learning, peer-teaching, peer-tutoring, teaching assistants J Dent Educ. 2020;84:695-703.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessment of a student peer‐tutoring program focusing on the benefits to the tutors

Wankiiri-Hale

Maloney

Seger

et al. 2020

Journal of Dental Education

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“…Outcomes identified from true peer (students tutoring peers enrolled in the same course) and near-peer (older students tutoring younger students) medical school tutoring programs include improved student tutee exam scores, and high satisfaction of both tutors and tutees with the programs. [3][4][5][6][7][8] Although all of the reviewed studies reported positive outcomes related to peer tutoring, they varied significantly in terms of policies and procedures.…”

Section: Introductionmentioning

confidence: 99%

“…As with the programs in the medical education literature, there were variations in the nursing peer tutoring policies and procedures, and some manuscripts described the processes more fully than others did. Additionally, only one study identified tutee or tutor studying strategies, [6] and none made comparisons of in tutor and tutee use of study strategies or comparisons of tutor and tutee evaluation of the tutoring programs. This study sought to bridge these gaps in the literature, while evaluating the student perceptions of the newly developed formalized peer tutoring program for students enrolled in School of Nursing courses.…”

Section: Introductionmentioning

confidence: 99%

Peer tutoring in nursing: Quantitative evaluation of a formalized undergraduate tutoring program

Sand-Jecklin

Huber

2019

JNEP

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Background and objective: Based on the limited literature, a formalized peer tutoring program was developed at the study institution’s School of Nursing to promote the success of academically at-risk students. The evaluation process was designed to guide program improvement as well as to contribute to the available literature related to peer tutoring in programs of nursing. The purpose of this study was to formally evaluate a newly developed formalized peer tutoring program for undergraduate nursing students, to inform other undergraduate nursing programs considering implementing a peer tutoring program.Methods: The peer tutoring program was evaluated using parallel post-experience surveys for tutors and tutees. Participants also completed a Learning and Studying Strategies Questionnaire, to determine if strategy use differed between the two groups.Results: There were no statistically significant differences in learning/studying strategies used by tutors and tutees, with both being predominantly superficial strategies. Tutors and tutees evaluated the tutoring program overwhelmingly positively. A few students did make suggestions for improvements in the payment system and suggested making tutoring more widely available.Conclusions: The formalized peer tutoring program is a valuable asset in promoting the academic success of undergraduate nursing students. Minor changes to the program have been made according to student suggestions.

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A peer‐led kinesthetic forearm and wrist anatomy workshop: A multiple cohort study

Herblum

Honig

Kasoff

et al. 2023

Anatomical Sciences Ed

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An understanding of forearm and wrist anatomy is necessary for the diagnosis and treatment of various injuries. Evidence supports the use of peer‐assisted learning (PAL) as an effective resource for teaching basic science courses. First‐year medical students across three class years participated in an optional PAL kinesthetic workshop wherein participants created anatomically accurate paper models of forearm and wrist muscles. Participants completed pre‐ and post‐workshop surveys. Participant and nonparticipant exam performances were compared. Participation ranged from 17.3% to 33.2% of each class; participants were more likely to identify as women than men (p < 0.001). Participants in cohorts 2 and 3 reported increased comfort with relevant content after the workshop (p < 0.001). Survey responses for cohort 1 were omitted due to low response rates; however, exam performances were assessed for all three cohorts. Cohort 2 participants scored higher than nonparticipants on forearm and wrist questions on the cumulative course exam (p = 0.010), while the opposite was found for cohort 3 (p = 0.051). No other statistically significant differences were observed. This is the first study to examine quantitative and qualitative results for a PAL intervention repeated for three separate cohorts. Although academic performance varied, two cohorts reported increased comfort with relevant course material after the workshop. Results of this study support the need for further exploration of PAL workshops as an instructional method in teaching anatomy and highlight the challenges associated with repeating interventions over multiple years. As more studies attempt replication across multiple years, these challenges may be addressed, thereby informing PAL best practices.

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Peer‐to‐peer tutoring: reducing failure rates in medical school

Cited by 11 publications

References 0 publications

Assessment of a student peer‐tutoring program focusing on the benefits to the tutors

Assessment of a student peer‐tutoring program focusing on the benefits to the tutors

Peer tutoring in nursing: Quantitative evaluation of a formalized undergraduate tutoring program

A peer‐led kinesthetic forearm and wrist anatomy workshop: A multiple cohort study

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