ERIC Number: EJ1341188
Record Type: Journal
Publication Date: 2022
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9266
EISSN: N/A
The Use of Near-Peer Tutors to Improve Level of Learning & Confidence in Areas of Human Physiology
Iqbal, Fatima; Gaffar, Fatema; Singh, Harprit
Journal of Biological Education, v56 n1 p85-94 2022
This study investigates the impact near-peer tutors (NPTs) have on the learning experience of students enrolled on the biomedical and medical science programmes at De Montfort University, UK. Using a questionnaire, tutees were able to comment on their confidence level on certain academic taught topics in human physiology before and after attending near-peer tutored sessions. Statistical analysis showed a significant increase in the level of confidence observed by the tutees after attending the sessions (before vs after, p < 0.05). Tutees enjoyed the level of interaction and active learning with huge praise towards the NPTs. Qualitative data were also captured on the experience and skills gained by NTPs. The near-peer tutors highlighted the importance of these sessions in enhancing their knowledge and gaining valuable employability skills for the workplace. In conclusion, supporting lecturers with additional student-led sessions improved confidence levels and understanding of topics in human physiology among tutees. Having similar NPTs sessions across programmes can prove to be beneficial to student engagement & learning in higher education.
Descriptors: Peer Teaching, Physiology, Science Instruction, Higher Education, Biomedicine, Student Attitudes, Self Esteem, Active Learning, Employment Potential, Knowledge Level, Foreign Countries, Workshops, Graduate Students, Undergraduate Students, Course Content, Teaching Methods, Internship Programs, Professionalism, Communication Skills, Time Management, Health Occupations
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Leicester)
Grant or Contract Numbers: N/A