Peer Teaching Program Research Articles

Understanding the experience of being taught by peers: the value of social and cognitive congruence

Medical schools use supplemental peer-teaching programs even though there is little research on students' actual experiences with this form of instruction. To understand the student experience of being taught by peers instead of by faculty. We conducted focus groups with first- and second-year medical students participating in a supplemental peer-teaching program at one institution. From the learner focus group themes, we developed a questionnaire and surveyed all first-year students. Focus groups revealed four learner themes: learning from near-peers, exposure to second-year students, need for review and synthesis, teaching modalities and for the peer-teachers, the theme of benefits for the teacher. Factor analysis of the survey responses resulted in three factors: second-year students as teachers, the benefit of peer-teachers instead of faculty, and the peer-teaching process. Scores on these factors correlated with attendance in the peer-teaching program (P < .05). Students valued learning from near-peers because of their recent experience with the materials and their ability to understand the students' struggles in medical school. Students with the highest participation in the program valued the unique aspects of this kind of teaching most. Areas for improvement for this program were identified.

Utilizing Undergraduate Peer Teaching Assistants in a Speaking Program in Spanish as a Foreign Language

Abstract: Peer teaching instruction has not received much attention in college second language (L2) learning. In this article, an L2 peer teaching program at the College of Charleston is discussed including the role, training, and supervision of undergraduate peer teaching assistants (PTAs). The article also explores the kinds of self-reported benefits students enrolled in the program and their PTAs receive. Data from 183 students and 12 PTAs were collected in the form of an anonymous questionnaire using a Likert scale and open-ended questions. Results show that a high percentage of students reported an improvement in speaking, pronunciation, grammar, and vocabulary. PTAs reported practicing Spanish and reviewing the basics as the main benefit from the peer teaching experience.

Use of web-based technology in a peer-teaching program.

Use of web-based technology in a peer-teaching program.

A comprehensive student peer-teaching program.

A comprehensive student peer-teaching program.

A controlled trial of peer-teaching in practical gross anatomy.

The present study is an evaluation of a peer-teaching program in practical gross anatomy involving 80 volunteer second-year medical students. They were assigned 20 per cadaver, but divided into two subgroups of 10 each. The subgroup which dissects during a given session would demonstrate their accomplishments to the other subgroup at the commencement of the next dissecting session, before withdrawing to study independently. The other subgroup would then proceed to dissect during the rest of the session and, on the next practical day, demonstrate their work to their peers in the complementary subgroup. Thus, each subgroup performed only half of the 36 work units on the trunk, relying on their peers for instruction on the other half. Eighty students with similar entry-level qualifications were selected from the rest of the class to serve as controls. Their student-to-cadaver ratio was also 20:1 but every member was in attendance at all dissecting sessions. In the experimental and control programs, each student was actively engaged in dissection for an average of 5.4 hours. A 200-item two-choice theory paper and a 50-station practical test comprising specimen-based questions were administered at the end of the study. Students in the peer-teaching program performed significantly better than their full-time dissecting counterparts. The peer-teaching program was well-received by the students: it reduced the crowding at dissecting tables considerably and offered them opportunities to hone their communication skills. The non-dissecting time was also much-valued and well-utilized.

Trends in learning In the United States of America: A passing glance

This article provides an overview of trends and issues relating to learning in the United States of America (USA), with a particular focus on the youth of the nation. The article begins by outlining a number of social problems facing many American youth today which can affect their learning and educational experiences. The author goes on to discuss three future trends in the area of learning, which are: a changing workplace; new technologies; and new forms of education and training. The argument is made that formal education has been emphasised for too long, and is not always an effective way of engaging students or alleviating problematic behaviour. The growth in technology and off-campus learning, as well as the implementation of peer teaching programs, are allowing students of all ages to learn, and at the same time changing the roles of both teachers and parents. Finally, the author recognises that an appreciation of different learning styles is vital to the education of youth, and will go far towards improving the school-to-work transition of students and their general employment opportunities.

Generalized effects of a peer-delivered first aid program for students with moderate intellectual disabilities.

Peers with mild intellectual disabilities taught first aid skills to 4 students with moderate intellectual disabilities. A multiple probe design across participants was used to examine the effects of the peer teaching program during an acquisition and a partial sequential withdrawal phase. Generalization assessments were conducted in the participants' homes using novel, randomized simulated injuries. Results suggested that the peer teaching program resulted in acquisition of first aid skills, and the participants' skills generalized to the home, to novel simulated-injury locations, and to new trainers. Additionally, a more detailed analysis of the generalized responding suggested that when given a choice among first aid materials, participants treated burns using large adhesive bandages rather than the materials used in training. Participants also successfully treated injuries when novel instructional cues were used. The findings are discussed with respect to training issues, generalization and maintenance of the acquired skills, and the use of peer tutors with disabilities.

A peer teaching programme in dental health education by trainee dental surgery assistants

A peer teaching programme in dental health education by trainee dental surgery assistants

Peer-Mediated Instruction: A Promising Approach to Meeting the Diverse Needs of LD Adolescents

This article focuses on the role peer-mediated instructional approaches may play in improving the academic and social performance of secondary learning disabled students. Two peer-teaching programs, Classwide Peer Tutoring and Classwide Student Tutoring Teams, are described, as well as findings from recent investigations in mainstream and resource room settings. Implications for teacher preparation are reviewed.

Interuniversity microscopic slide exchanges: a mechanism for peer review and continuing education in oral pathology

One thousand seven hundred and three consecutive cases from a microscopic slide exchange with 10 institutions were evaluated for extent of agreement (or disagreement) defined as: A) complete agreement (85.8%). B) Disagreement--difference in diagnostic terminology, no significant pathologic or clinical implications (1.4%); C) disagreement--difference in diagnosis with pathologic significance only (7.7%); C1 disagreement--difference in diagnosis with pathologic significance only, radiographic interpretation necessary (1.1%); D) disagreement--major significance for prognosis and/or treatment (4.0%). Trends in disagreement were identified in the following tissue/location categories: mesenchymal lesions, minor salivary gland tumors, odontogenic tumors, fibro-osseous lesions, and benign epithelial lesions. These are discussed in relation to the oral pathology literature. All disagreements with significance for prognosis and/or patient treatment were evaluated retrospectively in an attempt to resolve the disparities. The implications for peer review, continuing education, and teaching programs are addressed.