Abstract
Cross-year peer tutoring (CYPT) programs show promise of potential benefits not only to the tutees and tutors, butalso to the entire dental education field. A critical review of the literature was performed to determine thecharacteristics of studies assessing CYPT programs in the healthcare field, to see if there are adequate resources inthe literature to aid dental institutions in making evidence-based decisions about their curriculum.A PubMed literature search was conducted to identify pertinent research. Only those articles that demonstratedprograms that paired junior and senior students were included. A total of twenty articles were identified and analyzedfor the characteristics of the CYPT program, the study groups compared, and the outcomes assessed. In the fewstudies that examined qualitative outcomes, many found success measured in positive outcomes for the tutors.However, there are too few studies that examine the qualitative outcomes of tutor interest in careers in dentaleducation.With more contributions to literature in the dental field that specifically target preclinical dental education and tutorinterest in careers in education, published within the context of the curriculum, dental education institutions canbegin making more evidence-based decisions on the incorporation of CYPT programs into their curricula.
Highlights
Topping (1996) defined peer tutoring as “people from similar social groupings who are not professional teachers but help each other to learn and learn themselves from teaching.” With this expected combination of outcomes, healthcare institutions are examining their cross-year peer tutoring (CYPT) programs in order to determine program effectiveness in maintaining the academic performance of their students, while enhancing the education of the tutees and tutors
A 2011 study found that in the 36 dental schools responding to the survey, 25 of the programs implement some formal teaching program involving teaching assistants, fellowships, or peer tutoring. (McAndrew, Brunson, & Kamboj, 2011) The 2009 senior survey conducted by the American Dental Education Association found that 44.3% of graduates plan to teach at some point in their career
All twenty studies were analyzed for the characteristics of the peer tutoring program, the study groups that were compared, and the outcomes that were assessed
Summary
Topping (1996) defined peer tutoring as “people from similar social groupings who are not professional teachers but help each other to learn and learn themselves from teaching.” With this expected combination of outcomes, healthcare institutions are examining their cross-year peer tutoring (CYPT) programs in order to determine program effectiveness in maintaining the academic performance of their students, while enhancing the education of the tutees and tutors. Topping (1996) defined peer tutoring as “people from similar social groupings who are not professional teachers but help each other to learn and learn themselves from teaching.”. With this expected combination of outcomes, healthcare institutions are examining their cross-year peer tutoring (CYPT) programs in order to determine program effectiveness in maintaining the academic performance of their students, while enhancing the education of the tutees and tutors. (McAndrew, Brunson, & Kamboj, 2011) The 2009 senior survey conducted by the American Dental Education Association found that 44.3% of graduates plan to teach at some point in their career. CYPT programs have the potential to initiate interest in pursuit of full-time academic careers—a component that the dental field is in high need of
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