Near-peer teaching in problem-based learning: Perspectives from tutors and tutees.
<h4>Introduction</h4>This study explores how tutors and tutees perceived their teaching and learning experience in a near-peer teaching programme within a formal undergraduate medical-education curriculum.<h4>Methods</h4>This mixed-methods study was conducted in an Asian medi...
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| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2022-01-01
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| Series: | PLoS ONE |
| Online Access: | https://doi.org/10.1371/journal.pone.0278256 |
| _version_ | 1797956091621933056 |
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| author | Binbin Zheng Zilu Wang |
| author_facet | Binbin Zheng Zilu Wang |
| author_sort | Binbin Zheng |
| collection | DOAJ |
| description | <h4>Introduction</h4>This study explores how tutors and tutees perceived their teaching and learning experience in a near-peer teaching programme within a formal undergraduate medical-education curriculum.<h4>Methods</h4>This mixed-methods study was conducted in an Asian medical school. First, a survey was administered to two groups of students, one that had been tutored by near-peers, and another with faculty tutors. Then, the near-peer tutors were interviewed and wrote reflection essays that the researchers collected. Quantitative analysis was used to analyse the survey responses, and qualitative analysis to analyse the interview and reflection data.<h4>Results</h4>Our study found no difference between near-peer tutees' and faculty tutees' perceptions of either tutor facilitation or tutor behaviours. Also, when near-peer tutors explained how their experience of delivering tutoring had influenced their professional-identity formation, they highlighted that they had gained skills important to their future careers as medical educators.<h4>Conclusion</h4>Integrating near-peer teaching into undergraduate medical curricula could be beneficial to both tutors and tutees because of the social, cognitive, and professional congruence between these two groups, and due to its likely positive influence on their professional-identity formation. |
| first_indexed | 2024-04-10T23:43:26Z |
| format | Article |
| id | doaj.art-3800b5d144f042309e66630163fb51e5 |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-04-10T23:43:26Z |
| publishDate | 2022-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-3800b5d144f042309e66630163fb51e52023-01-11T05:32:29ZengPublic Library of Science (PLoS)PLoS ONE1932-62032022-01-011712e027825610.1371/journal.pone.0278256Near-peer teaching in problem-based learning: Perspectives from tutors and tutees.Binbin ZhengZilu Wang<h4>Introduction</h4>This study explores how tutors and tutees perceived their teaching and learning experience in a near-peer teaching programme within a formal undergraduate medical-education curriculum.<h4>Methods</h4>This mixed-methods study was conducted in an Asian medical school. First, a survey was administered to two groups of students, one that had been tutored by near-peers, and another with faculty tutors. Then, the near-peer tutors were interviewed and wrote reflection essays that the researchers collected. Quantitative analysis was used to analyse the survey responses, and qualitative analysis to analyse the interview and reflection data.<h4>Results</h4>Our study found no difference between near-peer tutees' and faculty tutees' perceptions of either tutor facilitation or tutor behaviours. Also, when near-peer tutors explained how their experience of delivering tutoring had influenced their professional-identity formation, they highlighted that they had gained skills important to their future careers as medical educators.<h4>Conclusion</h4>Integrating near-peer teaching into undergraduate medical curricula could be beneficial to both tutors and tutees because of the social, cognitive, and professional congruence between these two groups, and due to its likely positive influence on their professional-identity formation.https://doi.org/10.1371/journal.pone.0278256 |
| spellingShingle | Binbin Zheng Zilu Wang Near-peer teaching in problem-based learning: Perspectives from tutors and tutees. PLoS ONE |
| title | Near-peer teaching in problem-based learning: Perspectives from tutors and tutees. |
| title_full | Near-peer teaching in problem-based learning: Perspectives from tutors and tutees. |
| title_fullStr | Near-peer teaching in problem-based learning: Perspectives from tutors and tutees. |
| title_full_unstemmed | Near-peer teaching in problem-based learning: Perspectives from tutors and tutees. |
| title_short | Near-peer teaching in problem-based learning: Perspectives from tutors and tutees. |
| title_sort | near peer teaching in problem based learning perspectives from tutors and tutees |
| url | https://doi.org/10.1371/journal.pone.0278256 |
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