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Related Experiment Video

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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A Programmatic Approach to Peer-Led Tutoring to Assist Students in Academic Difficulty.

Angela Shogbon Nwaesei1, T Vivian Liao2

  • 1Mercer University, College of Pharmacy, Atlanta, Georgia.

American Journal of Pharmaceutical Education
|January 21, 2022
PubMed
Summary

This peer-led tutoring program successfully supported at-risk pharmacy students, achieving comparable curriculum completion rates to their peers. The program improved student study habits and confidence, reducing academic dismissals.

Keywords:
didactic curriculumgroup peer-led tutoringone-on-one tutoringpeer-led tutoringstudents in academic difficulty

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Area of Science:

  • Pharmacy Education
  • Academic Support Programs
  • Student Success Initiatives

Background:

  • Students in academic difficulty often require targeted support to succeed in demanding pharmacy curricula.
  • Peer-led tutoring offers a scalable and potentially effective intervention for academic challenges.

Purpose of the Study:

  • To assess the efficacy of a peer-led tutoring program for pharmacy students facing academic challenges.
  • To evaluate the impact of one-on-one and large group tutoring on academic performance and student perceptions.

Main Methods:

  • Implemented a peer-led tutoring program involving first-year (P1) through fourth-year (P4) pharmacy students as tutors for P1-P3 tutees.
  • Tutoring was provided across multiple didactic courses via individual and group sessions.
  • Assessed didactic curriculum completion rates and gathered student perceptions through surveys.

Main Results:

  • 463 (47%) of P1-P3 students utilized tutoring services in 28 courses over four academic years.
  • Tutored students, identified as at-risk for academic failure, achieved comparable didactic curriculum completion rates to nontutored students.
  • Survey results indicated 95% improved study habits and 92% felt more confident in their academic abilities.

Conclusions:

  • The peer-led tutoring program effectively supported at-risk pharmacy students, leading to similar completion rates as their peers.
  • The program demonstrated success in mitigating academic dismissals among students needing extra academic assistance.
  • This model may serve as a valuable resource for other pharmacy institutions aiming to enhance student support.