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Related Experiment Videos

Perceptions of student peer tutors in a problem-based learning programme.

Patricia Solomon1, Jean Crowe

  • 1McMaster University, Hamilton, Ontario, Canada.

Medical Teacher
|May 24, 2001
PubMed
Summary
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Student peer tutors in physiotherapy programs faced initial challenges with facilitation skills and role separation. However, they developed effective strategies, positively evaluated their performance, and valued the experience.

Area of Science:

  • Health Professions Education
  • Physiotherapy Training
  • Qualitative Research Methods

Background:

  • Student peer tutoring offers an affordable educational support model in problem-based learning programs.
  • Prior research primarily compared academic outcomes between faculty- and student-tutored groups.
  • This study explores the student tutor's experience within a peer-tutoring framework.

Purpose of the Study:

  • To qualitatively examine a peer-tutoring model from the student tutor's perspective.
  • To understand the challenges and successes encountered by student tutors facilitating their peers.
  • To identify strategies developed by student tutors to navigate their role.

Main Methods:

  • Utilized qualitative methods, specifically reflective journaling.

Related Experiment Videos

  • Collected data from students in the final semester of an accelerated physiotherapy program.
  • Conducted content analysis on 56 reflective journals detailing tutoring experiences.

    • Main Results:

    • Student tutors encountered difficulties with basic facilitation skills.
    • Challenges included separating the student role from the tutor role.
    • Tutors developed successful coping strategies and positively appraised their experience.

    Conclusions:

    • Student peer tutors in physiotherapy programs demonstrate resilience and adaptability.
    • The peer-tutoring experience, despite initial hurdles, is valued by student tutors.
    • This model provides valuable insights into student-led educational support.