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Related Experiment Video

Updated: Oct 22, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Medical Students' Views About Having Different Types of Problem-Based Learning Tutors.

Shobhana Nagraj1, Susan Miles2, Pauline Bryant2

  • 1The George Institute for Global Health, Nuffield Department of Women's & Reproductive Health, University of Oxford, Le Gros Clark Building, South Parks Road, Oxford, OX1 3QX UK.

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|August 30, 2021
PubMed
Summary

Near-peer problem-based learning (PBL) tutors, who are later-year medical students, were found to be as effective as or better than staff tutors. Students reported higher satisfaction with near-peer tutors compared to multiple staff tutors.

Keywords:
Near-peer tutoringPeer-assisted learningProblem-based learningUndergraduate medical education

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Area of Science:

  • Medical Education
  • Problem-Based Learning
  • Peer-Assisted Learning

Background:

  • Medical students in clinical education master's programs tutored junior students.
  • Peer-assisted learning benefits both tutors and tutees.

Purpose of the Study:

  • Compare student experiences with near-peer problem-based learning (PBL) tutors versus other tutor types.
  • Evaluate tutor performance, group functioning, and overall satisfaction.

Main Methods:

  • Utilized existing student evaluation data.
  • Compared student views across four tutor groups: near-peer, single staff, multiple staff, and multiple newly qualified doctors.

Main Results:

  • Near-peer tutors received more positive evaluations for performance than staff tutors.
  • Students reported higher overall satisfaction with near-peer tutors compared to multiple staff tutors.
  • No significant differences were found in PBL group functioning across groups.

Conclusions:

  • Near-peer PBL tutors perform comparably or better than staff tutors in key areas.
  • Medical students find near-peer PBL tutors an acceptable and effective addition to the teaching workforce.