The Supplemental Instruction Project: peer-devised and delivered tutorials

Hurley, Katrina; McKay, Donald W.; Scott, T. M.; James, Bonnie M.

doi:10.1080/0142159031000136743

Cited by 52 publications

(33 citation statements)

References 7 publications

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“…Eight studies found that the academic performance of students who received peer tutoring was better, 16,[20][21][22][23][24][25]27 1 study found mixed results, 31 and 1 found the performance of peer-tutored students to be lower. 35 Ten studies compared the academic performance of students who received peer tutoring to that of students who received faculty tutoring.…”

Section: Resultsmentioning

confidence: 99%

“…15 Participation in 9 of these peer tutoring programs was voluntary. 21,22,24,25,27,30,31,34,35 Voluntary participation and the exclusion of students who likely had the lowest academic ability possibly affected study outcomes and limits the generalizability of the findings of these studies.…”

Section: Resultsmentioning

confidence: 99%

“…30 Three studies compared the performance of the same students before and after receiving peer tutoring. 20,22,28 Comparing the same student's performance does not control for the gain in knowledge and skills that may occur by being exposed to similar course material for a longer period of time. Allowing the students to become more familiar with the instructor's teaching or assessment methods could improve performance without peer tutoring.…”

Section: Resultsmentioning

confidence: 99%

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Peer Tutoring Programs in Health Professions Schools

Santee

Garavalia²

2006

Am J Pharm Educ

105

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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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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Peer Tutoring Programs in Health Professions Schools

Santee

Garavalia²

2006

Am J Pharm Educ

105

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“…PAL is useful to academic institutions, since it offers opportunities to reduce faculty teaching load and fills gaps in the curriculum [6][7][8] . It also helps students develop communication and professional skills and provide support to each other with less stress compared to that felt in the presence of experts [7,9] .…”

Section: Introductionmentioning

confidence: 99%

Informal Peer-Assisted Learning Groups Did Not Lead to Better Performance of Saudi Dental Students

et al. 2017

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previous communication with teammates, and content discussion, and (2) group attributes: group teacher's previous grade, number of colleagues with whom a student connected, teaming with friends, similarity of teammates' previous grades, and teacher having higher previous grades than other teammates. Regression analysis was used to assess the association of examination scores with individual and group attributes. Results: The response rate was 80.4% (74 students: 36 males and 38 females). Students who previously scored grades A and B had higher examination scores than students with grades C/less (regression coefficient = 18.50 and 13.39) within the groups. Higher scores were not associated with working in groups including friends only (regression coefficient = 1.17) or when all students had similar previous grades (regression coefficient = 0.85). Conclusions: Students with previous high grades benefited to a greater extent from working in PAL groups. Similarity of teammates in PAL groups was not associated with better scores. © 2017 S. Karger AG, Basel KeywordsStudy groups · Undergraduate dental students · Peer-assisted learning · Social network analysis · Academic performance · Learning analytics Abstract Objectives: To describe peer-assisted learning (PAL) groups formed by dental undergraduate students in a biomedical course and to investigate the association of individual and group characteristics with academic performance. Subjects and Methods: In 2015, 92 fourth-year students (43 males and 49 females) in the College of Dentistry, University of Dammam, Saudi Arabia, were invited to form PAL groups to study a unit of a biomedical course. An examination was used to assess their knowledge after 2 weeks. In addition, a questionnaire and social network analysis were used to investigate (1) individual student attributes: gender, role, subject matter knowledge, grade in previous year, teaming with friends,

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“…Teaching activities are led by the departmental academic staff and the students are the passive recipients. Tutorial classes [2] are also conducted by the departmental academic staff. Tutorial is an interactive session where students express their opinions, ask questions and enhance their communication skills during tutorials.…”

Section: Introductionmentioning

confidence: 99%

An Audit of Medical Students’ Performance in 2<SUP>nd</SUP> MBBS Physiology Examination in a Medical School in Nigeria: A 7-Year Review

Okeke¹,

Anyaehie²,

Ugwu³

et al. 2013

AJCMR

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There is need for periodic evaluation of medical students' performance in professional medical examinations. This helps to identify possible gaps in teaching and may offer solutions that could redress such situations. This study is an audit of medical students' performance in 2 nd MBBS professional examinations in physiology at the University of Nigeria Medical School over a 7 year period (2004 -2010). Data were collected from the Department of Physiology of the university. A total of 2152 students sat for the professional examination over the study period, and 1485 students passed the examination at first attempt giving an overall pass rate of 69%. The pass rate from 2008 when medical doctors (clinicians) with fellowships were employed as lecturers (tutors) to teach physiology was significantly higher than the pass rate before this reform (2004 -2007) when mainly nonclinicians taught physiology [(76.5%), (n =1646) vs 63.4% (n=1364); P<0.0001]. The ongoing reforms in physiology department that brought about the employment of clinicians as lecturers to teach medical physiology is good and should be reviewed with time. These reforms should further be expanded to include provision of adequate modern infrastructure and teaching aids in order to keep pace with increasing enrolment into medical school.

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The Supplemental Instruction Project: peer-devised and delivered tutorials

Cited by 52 publications

References 7 publications

Peer Tutoring Programs in Health Professions Schools

Peer Tutoring Programs in Health Professions Schools

Informal Peer-Assisted Learning Groups Did Not Lead to Better Performance of Saudi Dental Students

An Audit of Medical Students’ Performance in 2<SUP>nd</SUP> MBBS Physiology Examination in a Medical School in Nigeria: A 7-Year Review

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