Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

The Supplemental Instruction Project: peer-devised and delivered tutorials.

Katrina F Hurley1, Donald W McKay, Thomas M Scott

  • 1Faculty of Medicine, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador, Canada. kfhurley@dal.ca

Medical Teacher
|August 2, 2003
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Standardized Workload Assessment Metric for Pediatric Emergency Departments (SWAMPED): Multicenter Derivation and Evaluation of a Task-Level Workload Measure.

Academic emergency medicine : official journal of the Society for Academic Emergency Medicine·2026
Same author

An Evaluation of Enteropathogen-Specific Disease Severity and Duration in Children With Acute Gastroenteritis.

Pediatric emergency care·2025
Same author

Assessment of Continuous Pulse Oximetry Monitoring in Infants With Bronchiolitis in the Pediatric Emergency Department: A Cross-Sectional Study.

Cureus·2024
Same author

Non-suicidal self-injury at a Canadian paediatric emergency department.

CJEM·2024
Same author

The Urgent Need to Re-establish a Health Coalition Focused on Hypertension Prevention and Control in Canada.

The Canadian journal of cardiology·2024
Same author

Perceptions of gender equity in emergency medicine in Canada.

CJEM·2024
Same journal

Determinants of authentic responses to medical student wellbeing surveys: An interpretive description study.

Medical teacher·2026
Same journal

Response to: "Turning struggles into strengths: A qualitative exploration of academic difficulty in medical school".

Medical teacher·2026
Same journal

Self-regulated learning and academic success in health professions students: A systematic review.

Medical teacher·2026
Same journal

A response to: 'the hallucination of learning with generative artificial intelligence'.

Medical teacher·2026
Same journal

Beyond "student-led": Toward an entrustment framework for faculty involvement in student-led OSCEs.

Medical teacher·2026
Same journal

When what we can count is all that counts.

Medical teacher·2026
See all related articles

Student-led supplemental instruction significantly improved test scores for first-year medical students. This peer-teaching approach proved effective and well-received, offering a practical way to master challenging medical topics.

Area of Science:

  • Medical Education
  • Peer-Assisted Learning

Background:

  • First-year medical students often face challenging foundational science material.
  • Effective supplemental instruction methods are crucial for academic success in medical school.

Purpose of the Study:

  • To evaluate the effectiveness and acceptability of student-devised and delivered supplemental instruction for first-year medical students.
  • To assess the impact of a peer-led Supplemental Instruction Project (SIP) on student learning outcomes.

Main Methods:

  • A student-run Supplemental Instruction Project (SIP) was implemented, led by second-year medical students.
  • Small-group tutorials focused on difficult topics in cardiology, nephrology, and respirology.
  • Anonymous questionnaires assessed student and tutor perceptions; pre- and post-tutorial quizzes measured knowledge gain.

Related Experiment Videos

Main Results:

  • Post-tutorial quiz scores were significantly higher than pre-tutorial scores, indicating improved knowledge acquisition.
  • Both students and tutors reported positive perceptions of the Supplemental Instruction Project.
  • The project demonstrated a positive impact on student understanding of challenging medical concepts.

Conclusions:

  • The student-run Supplemental Instruction Project (SIP) is an acceptable and practical method for supplementing medical education.
  • Peer-delivered instruction effectively enhances learning for first-year medical students in challenging subjects.
  • This model offers a valuable, cost-effective approach to supporting medical student learning.