The Supplemental Instruction Project: peer-devised and delivered tutorials

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

doi:10.1080/01421590306793

Cited by 8 publications

(22 citation statements)

References 0 publications

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“…It is a disservice not to spend the time enhancing their skills as educators. Although not a unique finding, this study provided further evidence that peer-assisted learning benefits the peerteachers as well as the students (Annis, 1983;Boud, Cohen, & Sampson, 2001;Hurley et al, 2003;Ocel, Palmer, Wittich, Carmichael, & Pawlina, 2003;Sobral, 2002;Tang, Hernadez, & Adams, 2004;Topping, 1996;Whitman, 1988). While the second-year MSP teachers valued the opportunity to review and relearn material from first year, they also appreciated the opportunity to give back to the medical school community.…”

Section: Discussionmentioning

confidence: 62%

“…Program description MSP is a supplemental peer-teaching program at the University of California, San Francisco (UCSF) School of Medicine that has served as a model for at least two other supplemental medical school peer-teaching programs (Hurley et al, 2003;Sawyer et al, 1996). At its inception in 1986, MSP was a model of collaborative learning in which second-year medical students facilitated first-year students working together through problems on a worksheet.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Understanding the experience of being taught by peers: the value of social and cognitive congruence

Lockspeiser

O’Sullivan

Teherani

et al. 2006

Adv in Health Sci Educ

500

433

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Section: Discussionmentioning

confidence: 62%

Section: Methodsmentioning

confidence: 99%

Understanding the experience of being taught by peers: the value of social and cognitive congruence

Lockspeiser

O’Sullivan

Teherani

et al. 2006

Adv in Health Sci Educ

500

433

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show abstract

“…Why is this PAL project being considered now?. PAL approaches may be considered to address gaps in student learning identified during curriculum review or evaluation (Perkins et al 2002) or as additional support on courses with relatively high failure rates (Hoad-Reddick & Theaker 2003;Hurley et al 2003). Complex learning and concept manipulation seem to lend themselves more to PAL approaches in this regard than does rote-learning of factual information (Clement 1971).…”

Section: Questions Relating To Peer Assisted Learningmentioning

confidence: 99%

“…Of particular note in the non-medical literature is the review of PAL by Goldschmid & Goldschmid (1976), and the more recent work by Topping in reviewing the literature on peer tutoring and peer assessment in further and higher education (Topping 1996(Topping , 1998Topping & Ehly 1998). Some specific forms of PAL, described by Topping as 'brand names' (Topping 1996), such as 'Supplemental Instruction' (Bridgham and Scarborough 1992;Blanc & Martin 1994;Sawyer et al 1996;Congos & Schoeps 1999;Hurley et al 2003) and 'Student Proctoring' in Keller's Personalised System of Instruction (Keller 1968;Kulik et al 1979), already have a fairly fixed structure and plan which can be applied in new situations. In some cases guidance and training may be available (http:// www.umkc.edu/cad/si/).…”

mentioning

confidence: 99%

Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30

2007

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Much has been written about the benefits and applications of Peer Assisted Learning (PAL) in the literature. Curriculum developers increasingly consider PAL as a vehicle to help undergraduate healthcare students learn to teach; an outcome which has received more attention in the UK since the General Medical Council stated in Tomorrow's Doctors that medical graduates must 'Be able to demonstrate appropriate teaching skills'. This guide is primarily designed to assist curriculum developers, course organisers and educational researchers develop and implement their own PAL initiatives. It is structured around a PAL planning framework consisting of 24 questions. The questions are grouped in threes, around eight themes. Each question is discussed with reference to the PAL literature and other related subjects, and is exemplified by responses from a recent PAL project developed at The University of Edinburgh. Working through the 24 questions, particularly with discussion in a small planning group, will enable readers to efficiently develop their ideas for PAL into comprehensive and practical project plans cognisant of current educational theory, existing PAL literature and the local context. The framework is particularly suitable for those who want to develop healthcare undergraduate PAL initiatives yet have little or no experience of PAL, as it provides an introduction to the relevant literature field and a step-by-step process for the design and implementation of such projects. It will also be of interest to those with experience of PAL and those seeking a structured framework for planning non-PAL curriculum developments in undergraduate healthcare curricula.

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“…More specifically, ample evidence is available, for these learning environments to be as effective as, or even more effective than, teacher-led learning environments (Haist et al 1997;Weidner and Popp 2007). Besides achievement gains and smaller drop-out figures (Cohen et al 1982;Hurley et al 2003;Sawyer et al 1996), many studies have reported a diverse spectrum of non-cognitive benefits. However, not all of these studies were able to provide univocal findings or similar evidence.…”

Section: Peer Assisted Learning Environments and Their Effectsmentioning

confidence: 99%

Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains and experiences within two differently-tutored learning environments

Berghmans

Michiels

Dochy

et al. 2014

Learning Environ Res

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The present study aimed to shed light on students' appraisal and reported learning gains in two differently-tutored learning environments (i.e. directively and facilitatively tutored). In order to investigate this, a quasi-experimental study was set up in the context of a clinical skills learning environment. Not only were participating students asked to rate their appraisal of the tutored learning environment, but they were also interviewed in-depth about their learning gains and experiences within both tutored learning environments. Results showed that directively-tutored students were more positive about the tutored learning environment. With regard to experienced learning gains, it was found that, although both groups of students experienced practical learning gains, only facilitatively-tutored students acknowledged gains in their clinical understanding. Also, in terms of deep-level learning and self-efficacy beliefs, different trends between both groups emerged. Finally, diverse approach-specific strengths and drawbacks were experienced by students. While directively-tutored students were generally more positive about their learning environment, facilitatively-tutored students were more critical about their peer tutors' approach to tutoring because this led to a lack of clarity and overview. Nevertheless, these latter students reported more deep-level learning and thinking. The current results urge educators to take into account several practical implications, both with respect to peer tutors and to students.

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The Supplemental Instruction Project: peer-devised and delivered tutorials

Cited by 8 publications

References 0 publications

Understanding the experience of being taught by peers: the value of social and cognitive congruence

Understanding the experience of being taught by peers: the value of social and cognitive congruence

Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30

Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains and experiences within two differently-tutored learning environments

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