Student Peer Research Articles

The Effectiveness of Computer Aided Video Modeling in Teaching Basic Basketball Movements to Individuals with Down Syndrome.

In this study, the effectiveness of the video modeling method in teaching basic basketball skills to students with Down syndrome was examined. Four students with Down syndrome, who were studying at the disability free living center in Dolayaba, participated in this study. The ages of the students diagnosed with Down syndrome were as follows: two of them were 13, the others were 14 and 16. In the study, the effectiveness of video modeling in teaching basic basketball skills was evaluated using the multiple probe model, one of the single-subject research methods. The experimental process of the study consisted of collecting baseline data, daily, conducting instructional sessions, maintenance and generalization stages. The findings of the study showed that video modeling was effective in teaching basic basketball skills to students with Down syndrome and that they maintained the skills in interpersonal and environmental differences after the end of the instruction. When the opinions of the basketball teacher and the students were evaluated, it was determined that the students' self-confidence and peer relations were strengthened thanks to their active participation in the lessons. The students were not bored because they stated that they found the lessons interesting and fun.

Student peer mentoring: Feasibility and acceptability of mHealth-based tool for alcohol and substance abuse prevention by peer mentors at a university in Kenya.

The use of mobile health (mHealth)-based interventions for the prevention of alcohol and other psychoactive substances use is an emerging practice for which new evidence is required. This study evaluated the feasibility and acceptability of a mHealth-based peer mentoring tool for early screening, brief intervention, and referral of students who abuse alcohol and other psychoactive substances. It compared the implementation of a mHealth-delivered intervention to the paper-based practice that is the standard at the University of Nairobi. A quasi-experimental study using purposive sampling was used to select a cohort of n = 100 (51 experimental, 49 control) first-year student peer mentors on two campuses of the University of Nairobi in Kenya. Data were collected on the mentors' sociodemographic characteristics as well as the feasibility and acceptability of the interventions by way of, the magnitude of reach, feedback to investigators, referral of cases, and perceived ease of use. The mHealth-based peer mentoring tool scored high with 100% of users rating it as feasible and acceptable. Among the two study cohorts, there were no differences in the acceptability of the peer mentoring intervention. When comparing the feasibility of the peer mentoring practice, actual use of the interventions, and intervention reach, the mHealth-based cohort mentored four mentees for every one mentored by the standard practice cohort. The mHealth-based peer mentoring tool had high feasibility and acceptability among student peer mentors. The intervention provided evidence for the need to expand the availability of screening services for alcohol and other psychoactive substances use among students in the university and promote the appropriate management practices within and outside the university.

Progressive cross-domain knowledge distillation for efficient unsupervised domain adaptive object detection

Unsupervised domain adaptation (UDA) is a technique for relieving domain shifts via transferring relevant domain knowledge from the full-labeled source domain to an unlabeled target domain. While tremendous advances have been witnessed recently, the adoption of deep CNN-based UDA methods in real-world scenarios is still constrained by low-resource computers. Most prior strategies either handle domain shift problems via UDA or compress CNNs using knowledge distillation (KD), we seek to implement the model on constrained-resource devices to learn domain adaptive knowledge without sacrificing accuracy. In this paper, we proposed a three-step Progressive Cross-domain Knowledge Distillation (PCdKD) paradigm for efficient unsupervised adaptive object detection, since directly alleviating the significant discrepancy across domains could result in unstable training procedures and suboptimal performance. First, we apply pixel-level alignment via image-to-image translation to reduce the appearance discrepancy between different domains. Then, a focal multi-domain discriminator is utilized to train the teacher–student peer networks for gradually distilling domain adaptive knowledge in a cooperative manner. Finally, reliable pseudo labels obtained by the adapted teacher detector are further utilized to retrain the teacher–student models. Our proposed method can boost the transferability of the teacher model as well as enhance the student model to meet the demand of real-time applications. Comprehensive experiments on four different cross-domain datasets show that our PCdKD outperforms most existing state-of-the-art approaches.

Civic Engagement

Based on the past sixteen years of experience with an online collaborative endeavor offered across differing university types, as well as modes of instruction, the best practice found that by fostering student peer exchanges on a collaborative web site students reached a high level of achievement in these courses. Findings indicate that despite differences in institutions or modes of instruction, students were academically reflective in their peer discussions on the site across geographic boundaries. This best practice concludes that a collaboration with a peer interactive design has an important place in any discipline's goals. It provides the development, implementation, and evaluation of a collaborative interactive online teaching process for incorporation across any disciple, which is an ongoing concern for educators, program designers, university administrators, technical and administrative staff, institutional decision makers, training managers, and publishers on the development and delivery of pedagogical content.

Constructing children's psychological well‐being: Sources of resilience for children left behind in Northeast China

AbstractPopulation mobility has become an inevitable trend of social transformation in contemporary China. Parental migration has changed family structure patterns and brought great uncertainty to the psychological well‐being of left‐behind children. By comparing left‐behind children to children of non‐migrants, this study examines the impact of parental migration on children's psychological well‐being and the potential support of schools for children's resilience development along three dimensions: children's school belonging, teacher–student relationships and peer support. Using a mixed‐method approach, this study draws on an original survey of children (N = 605) and in‐depth interviews with children, parents, grandparents, and teachers (N = 41) in Hunchun City, Northeast China. Overall, maternal migration has a negative impact on children's psychological well‐being. In addition to teacher–student relationships, school belonging and peer support significantly mitigate this negative impact; qualitative data further suggest that peer support distracts from, rather than offsets, children's poor psychological well‐being associated with maternal migration.

Effects of racial and ethnic stereotypes on school experience of racial minorities

As schools in the United States are becoming more diverse, there is an increasing awareness of student’s mental health. Stereotypes and biases are big factors that influence school life for minority student groups. While some biases might seem harmless, they may increase the risk for students to experience anxiety, stress, or depression. With regard to school experience and mental health, much research focused on bullying, verbal violence, teacher expectations, and peer expectations towards racial and ethnic minorities. This review examines different aspects of interpersonal interactions for racial minorities to understand the effects of stereotypes in the learning environment. Teachers and student peers are found to hold stereotypical beliefs intentionally and unintentionally, which imposes outside stress on the students, potentially leading to mental health problems and shaping students’ lives. The negative effects of racial and ethnic stereotypes on minorities put forth a need for stronger awareness to prevent prejudiced judgments. Schools and teachers should pay close attention to their behaviors and how they affect minority students, as well as regulate verbal and physical victimizations regarding race and ethnicity.

Student Self Management to Continue to Higher Education

It becomes a reason for students to continue their studies to a higher level of education, namely higher education. According to Hardjana (1994:12) that "Higher Education is an educational unit that organizes higher education". Higher education can also be interpreted as an educational institution that organizes education and various kinds of expertise, for example: in the fields of education, economics, law, psychology, engineering, health and others in accordance with Law No. 20 of 2003 stipulates that higher education is an academic , polytechnics, high schools, institutes or universities determined by the government. In essence, every student has a tendency or interest to continue their studies to a higher level. This type of research is a survey method with a quantitative approach where researchers collect information by compiling questions using questionnaires to respondents. The quantitative approach in this study is in the nature of testing existing theories, namely to test the effect of student time management, parental support, peer support and achievement motivation on the interest in continuing their education to tertiary education in public high schools in South Minahasa Regency starting from theory, hypothesis, observation then confirmation. Place and Time The research was carried out in a high school environment in South Minahasa Regency. The research population is all students of class III (three) SMA totaling 532 students, the research sample is 215 students. The research results show that : Student Time Management has a direct positive and significant effect on Student Achievement Motivation in State Senior High Schools in South Minahasa Regency. That is, if students' time management increases, the achievement motivation will also increase. Parental support has a positive and significant direct effect on achievement motivation in students at public high schools in South Minahasa regency. That is, if parental support increases, achievement motivation will increase. Peers have a direct positive and significant effect on the achievement motivation of students in public high schools in South Minahasa regency. That is, the more good friends, the achievement motivation will increase. Student Time Management has a direct positive and significant effect on the Interest in Continuing Education to Higher Education in Students at State Senior High Schools in South Minahasa Regency. That is, if students' time management becomes better, the interest in continuing their education to tertiary education will increase. Parental support has a positive and significant direct effect on the interest in continuing education to tertiary institutions for students in public high schools in South Minahasa regency. That is, if parental support increases, the interest in continuing their education to tertiary education will also increase. Peers have a direct positive and significant effect on the Interest in Continuing Education to Higher Education in Students at State Senior High Schools in South Minahasa Regency. That is, if there are more good friends, the interest in continuing their education to higher education will increase. Achievement Motivation has a direct positive and significant effect on the Interest in Continuing Education to Higher Education in Students at State Senior High Schools in South Minahasa Regency. That is, if achievement motivation increases, the interest in continuing education to tertiary education will also increase. Student Time Management has a significant effect on Interest in Continuing Education to Higher Education in mediation with Student Achievement Motivation in State Senior High Schools in South Minahasa Regency. That is, if students' time management does not make a major contribution to continuing their education to tertiary institutions, it can be mediated with achievement motivation so that the interest in continuing their education to tertiary institutions will be even greater. Parental support has a significant effect on interest in continuing education to tertiary institutions mediated by achievement motivation in students at public high schools in South Minahasa regency. That is, if parental support does not make a major contribution to continuing education to tertiary institutions, it can be mediated with achievement motivation so that the interest in continuing education to tertiary institutions will be even greater. Peers have a significant effect on the Interest in Continuing Education to Higher Education mediated by the Achievement Motivation of Students in State Senior High Schools in South Minahasa Regency. That is, if peers do not make a major contribution to continuing their education to tertiary institutions, they can be mediated with achievement motivation so that the interest in continuing their education to tertiary institutions will be even greater. Keywords: Student, Self Management, Education, Higher Education DOI: 10.7176/JEP/14-2-04 Publication date: January 31 st 2023

Undergraduate Research in Humanities, Arts, and Social Sciences: Helping Students Navigate Uncertainty and Build Community through a Structured Cohort-Based Program

The benefits of undergraduate research experiences are well documented, yet few studies focus on programs designed to support students conducting research in the fields of humanities, arts, and social sciences. In this study, the authors examine learning experiences of students participating in the undergraduate research programs (URP) at UCLA, which support students conducting multiterm research or creative projects with faculty mentors. Drawing on data from students who participated in URP from 2015 to 2022 (N = 431), findings indicated that URP offered students structure, resources, mentorship, and peer networks to help them succeed. Further, students made significant gains in feeling connected to the research community and reported that undergraduate research was an important component of their academic career.

Assessment of a COVID-induced shift in the evolution of a beef cattle production course.

This study investigated student (n = 272) exam grades and group project peer evaluations in a senior-level beef cattle management course during semesters of COVID-imposed transitional instructional delivery methods across the Fall 2019 to Spring 2021 semesters. Each semester identical format exams were administered, and students were assigned to groups of 4 or 5 balanced for previous cattle experience to work on a semester-long on a scenario-based ranch management project. Prior to COVID, exams were administered as closed-note with 1-h time limit, but were made open-note with 12 to 14 h time limit beginning in March 2020. Similar exam grades existed (P > 0.05) across these five semesters with the exception that Exam 3 deviated 3.7% (P = 0.020) from lowest to highest mean score; similar relative variation in exam scores based on CV and SD were seen across these semesters. For the group project, students scored all group members on a 0 (inferior) to 10 (superior) scale at the end of each semester that weighted the project grade by 20%. Remote vs. face-to-face (F2F) status did not influence (P > 0.05) group peer evaluation scores regarding "Overall level of participation" or "Willingness to work for success of your group" when group number or individual student was included in models. Fall 2020 and Spring 2021 semesters had both remote and F2F students and were investigated for online page view and engagement. Across these two semesters, students (n = 125) were 72% females, 36.8% rated themselves as having no or little previous cattle experience, and 34.4% rated themselves as experienced or very experienced with cattle. No metric for online activity was correlated with exam grades, except the number of page views and Exam 3 scores (r = 0.28, P = 0.002). Neither gender (P > 0.05) nor previous cattle experience (P > 0.05) affected online activity metrics, peer evaluation points received on group projects, or exam grades. However, strong correlations (r = 0.33 to 0.45, P < 0.001) were seen between student peer points received and all four exam grades. Additionally, project group accounted for 28% to 37% of the differences in exam grades. Overall, no differences in exam grades (P < 0.05 except Exam 3) or group peer evaluations (P < 0.05) were detected when the course had different delivery styles. These results indicate that attributes of individual students are a major driver of successful course outcomes in this class, no matter what course delivery method is utilized.

Whose input matters?

Abstract Input is a necessary condition for language acquisition. In the language classroom, input may come from a variety of sources, including the teacher and student peers. Here we ask whether adult Lx learners are sensitive to the social roles of teachers and students such that they exhibit a preference for input from the teacher. We conducted an experiment wherein adult English speakers heard words in an artificial language. During an exposure phase, in one condition a “teacher” produced words with 25 ms of VOT on initial stop segments and a “student” produced the same words with 125 msec of VOT; in another condition the VOT durations were reversed. At test, participants judged productions by a different “student” and demonstrated a preference for the productions that matched the VOT durations of the teacher during exposure, providing evidence for an influence of social factors in differentiating input in Lx acquisition.

The Experiences of Peer Students and their Teachers Teaching Turkish to Foreign Students: An Example of an eTwinning Project

This study aims to examine the opinions of the teachers who lead an eTwinning project and the peer students who teach Turkish to foreign students studying in Turkey within this Project. The study group consists of eight Turkish language teachers working in different provinces of Turkey in the 2021-2022 academic year and four students (32 students in total) determined by each of these teachers. The teachers in the study group were informed about what to do by coming together with the online zoom meetings. During the process, the students determined by the teacherss organized various activities to teach Turkish to their foreign peers. Which resources these students will use and which subjects and how they will teach were destermined by the executive teachers. The research is a phenomenological study designed according to the qualitative research method. In this six-week project, effective use of Web 2.0 tools by teachers and students is among the goals. Forms consisting of five questions each were submitted online via Google Forms to get the opinions of teachers and students about their experiences; The responses to the forms were analyzed separately. As a result of the analysis, it was stated that the teachers participated in this project to increase their professional competence, contribute to the integration of foreign students into the society, and increase the motivation of the peer students whose mother tongue is Turkish and who want to voluntarily teach Turkish to their foreign friends. It has also been determined that the students mostly participated in this project upon the request of their teachers and their desire to be useful to their foreign friends. The students stated that one of the main problems they experienced in the process was that their foreign friends did not show the necessary importance to the project.

Clekship Student Perceive Professional and Unprofessional Behaviors of Student and Physicians

This study aimed to explore a Korean medical student’s perception of professional and unprofessional behaviors by peers and physicians. A total of 144(56.92%) out of 253 graduating students from three medical schools in Korea completed an online survey. The survey used the Climate of Professionalism in a Clinical Teaching Environment scale, which queries the subjects’ observations of professional and unprofessional behaviours. An analysis was derived from reliability, factor analysis, descriptive statistics, and a paired t-test. The reliability was identified in the peers (Cronbach’s alpha=.83) and the physicians (Cronbach’s alpha= .88). By the respondents’ reports, both the peers and the physicians were less professional in their error handling. The difference in observed behaviours between the two groups existed in “disrespect to others” (p .000), “the expense of others” (p .05), and “ignorance of the other’s unprofessional behaviour” (p .000). In their clinical practice, the students are watching professional or unprofessional behaviours of peer students and physicians. Instructional intervention is needed to ensure that the unprofessional behaviours observed by the students are not transformed into a learning experience.

Dukungan Sosial Teman Sebaya Mahasiswa Tahun Pertama Universitas Mathla'ul Anwar Banten

This research is motivated by the condition of students in the first year who are in the transition from school to college experiencing various difficulties. In order to get out of this condition, students need support, one of which is peer social support. This study aims to describe the peer social support of first year students at Matlha'ul Anwar University Banten. The research was conducted using quantitative descriptive research methods. The research sample was first year students of Mathla'ul Anwar university, totaling 300 students. The instrument used is in the form of a student peer social support questionnaire. The research findings show that most students get social support in the high category from peers, which is 68.66%, some other students get social support in the very high category, which is 17%, some other students get social support that is in the very high category. in the medium category, which is 14%, and 0.33% of students get social support which is in the low category.

Perceived teacher support, peer relationship, and university students' mental health: The mediation of reality and Internet altruistic behaviors.

Studying in universities is a crucial development stage for students, whose thoughts, feelings, and actions are affected by interactions with their teachers and peers. This study explored the relationships between perceived teacher support and mental health as well as those between peer relationship and mental health among university students, and examined the mediating effects of reality and Internet altruistic behaviors on these relationships. Perceived teacher support questionnaire, peer relationship satisfaction questionnaire, self-reported altruism questionnaire, Internet altruistic behavior questionnaire, and general health questionnaire were administered to 553 university students. Results demonstrated that perceived teacher support and peer relationship positively predicted reality and Internet altruistic behaviors and positively predicted mental health. Reality and Internet altruistic behaviors positively predicted mental health and exerted significant mediating effects on the correlations between perceived teacher support and mental health as well as those between peer relationship and mental health. The male and female students differed insignificantly in the mediating effects of reality and Internet altruistic behaviors. Therefore, no matter for males or females, teachers should provide sufficient support for the students and establish favorable relationships with them. Friendly relationships, comfort, and active communication among peer students are also essential for creating a healthy and harmonious interaction environment. Those various factors of the school have impacts on the mental health of university students through their altruistic behaviors. This study suggests that further emphasis on teacher support and peer relationship is needed to promote the positive development of altruistic behaviors among university students, and ultimately provide a viable contribution to the university students' mental health interventions.

Student affairs and services leadership in trying times: Student social behaviour project and psycho-social support interventions at a comprehensive university in south africa

The outbreak of COVID-19 and the lockdown measures that were widely implemented in response to the pandemic forced many of the forms of engagement and activities promoted by student affairs and services staff among students at universities to be curtailed or transformed – at first, so that they entailed no interpersonal contact and later so that they took place in line with health and safety protocols restricting contact. The moment of crisis required decisive, innovative leadership from this staff as they sought to help meet the needs of students who were now deprived of the benefits of the psycho-social, intellectual and physical engagements that had been provided by in-person contact on highly interactive campuses. Accordingly, the student affairs and services staff at North-West University in South Africa collaborated with students, leveraging their creative potential to reach out, create and implement new student support systems and programmes through structured activities that could take place online and in the form of strictly controlled contact sessions. In this context, two new initiatives were established at the university: a student behaviour project which sought to deploy student peers to promote adherence to COVID-19 occupational health and safety protocols among the student population; and a raft of psycho-social support interventions, including webinars, cultural and sporting activities, and residence activities which promoted student welfare including by helping students to manage the realities of the pandemic more effectively. This reflective article, authored by two of the North-West University student affairs and services staff responsible for launching and leading these initiatives, considers the kinds of collaboration among university staff and with students that informed the establishment and implementation of these projects. Focusing particularly on how these projects may have contributed towards increased levels of social capital among the students at the university at a moment of crisis, with a view to extract lessons that may be learned for the proactive development of student-support measures under similar conditions in future.

The role of student peers in HE student mental health and well-being

PurposeThere is evidence that students’ experiences in higher education can be adversely affected by mental health issues, whilst well-being can be bolstered through a sense of belonging. This study aims to draw from Student Minds research into student mental health to consider the importance of peers to constructing a sense of belonging.Design/methodology/approachThis paper draws from a thematic review of 12 focus groups – involving student services staff in six UK universities (69 participants) – conducted as part of the consultation and creation of the Student Minds University Mental Health Charter. The schedule considered student support, service structures and developments to enhance student well-being and manage mental health risks.FindingsA significant theme explored here is the positionality of student peers in terms of relatability, and the importance of orientation and belonging for student mental health and well-being. The findings also consider types of peer involvement (formal/informal) and the influence of structure, training and boundaries in interventions.Research limitations/implicationsFindings reveal the importance of feeling a sense of belonging in the university community to achieve well-being and good mental health. Peer support is an important contributor that supports transitions into university and creates a sense of belonging, which is important to all students, but more so to those less familiar with university, who lack role models and more easily feel isolated.Practical implicationsThe research has implications for higher education providers, which should inform the promotion of peer support within student services, based on the recognised contribution to well-being and mental health. This is important for student success and related opportunities.Social implicationsSuccess in higher education will open opportunities and create improved future prospects for individuals. This will not be realised for individuals who face boundaries and barriers to successful transition through university. The importance of belonging and role of peer support has implications for those who find themselves excluded in society.Originality/valueThis is a qualitative study which gives voice to individuals in universities across the UK. The theme of peer support within this context and linked with mental health and well-being is underexplored.

Emotional responses to challenges to emerging teacher identities in teacher education: student teachers’ perspectives on suitability

ABSTRACT The following paper aims to investigate how student teachers relate to the suitability of their student teacher peers after experiencing challenges to their emerging teacher identity, resulting in emotional responses. A constructivist grounded theory study was conducted in which 18 student teachers participated. Data from 14 individual interviews and one focus group were analysed. Findings revealed that encounters between student teachers sometimes resulted in emotional responses. When the student teachers were emotionally challenged by their peers, their emerging teacher identity was challenged. In addition, the student teachers compared themselves with those peers whom they judged as unsuitable and constructed a self-image of being suitable. This comparative process was connected to three suitability norms: (1) being perceived as having the right values (2) being perceived as having social skills and (3) being perceived as committed to in-depth learning as a teacher.

Student-centered, “embodied inter-referencing” as antiracist and anticolonial pedagogy

This article reflects on an experimental pedagogical approach I developed in aJapanese literature course that examines sex, gender, and sexuality in response toinstitutional and epistemic racism that exist in university in Canada and in the specificcontext of the COVID-19 pandemic when the number of anti-Asian hate crimes rose atan enormous rate in the city where my university is situated. Building on the intellectualmovements of “Asia as method” and “diaspora as method” my project attempts tomove beyond the convention of studying Asian culture by referencing western theory,knowledge, and experience. More specifically, I developed an assignment called Peer-Engaged Embodied Reflection Journal where students discuss what they learned fromJapanese literature by referencing their own, local experiences and engage in peerinteractions in small groups. In this article, I discuss the effectiveness of mypedagogical approach based on the classroom study conducted in the fall of 2020 andthe spring of 2021, semi-structured interviews with teaching assistants (TAs), and myown teaching experience. Based on my qualitative analysis of student engagementwith the assignment as well as TAs’ and my grading experiences, I conclude thatrecentring student experience and peer engagement produces meaningful sites fordecolonial and antiracist pedagogy while teaching Japanese modern literature in aCanadian institutional context.

Peer assessment approach to promote clinical communication skills in a blended learning course of early clinical exposure

Background: Blended learning offers opportunities for the complexity of learning in clinical education. Student peer assessment is widely used as a form of formative assessment in early clinical exposure programs, especially clinical communication skills training. This study aimed to describe clinical communication skills competencies of second-year students and to identify the relationships between peer and faculty assessment of communication skills in a blended learning program format. Methods: A total of 474 second-year general medical students and dental students participated in the study. Peer and lecturer assessment forms with a 5-point Likert scale according to the Calgary-Cambridge guide format were used to evaluate students’ performance of basic communication skills, relationship building, and history taking. Pearson’s correlation coefficients and paired t-test were applied. A p-value &lt; 0.05 was considered statistically significant. Results: Most of students were rated at distinction level (score at 7-8.4) in communication skills. Mean of the overall score by peer and faculty assessment were 7.46 ± 1.03 and 7.17 ± 0.68, respectively. Peers rarely provided negative ratings on subcategories of communication skills. Skills of understanding the patient’s perspectives and gathering information were the most reported skills needed to improve among students. Significant positive correlations were found between peer and faculty evaluations for building relationship, establishing initial rapport, and gathering information domains (p &lt; 0.01). Students tended to grade their colleagues higher for building relationship (3.88 ± 0.62) and establishing initial rapport domains (3.72 ± 0.61) than other domains, meanwhile, teachers tended to grade building relationship (3.80 ± 0.55) and gathering information domains (3.64 ± 0.38) higher than other domains. Conclusion: The findings suggest that student peer evaluation can be valuable for clinical education. As part of a formative assessment, it can be also used for faculty to evaluate students’ clinical communication skills performance in innovative medical education programs. Key words: peer assessment, clinical communication skills, practice of medicine, early clinical practice, blended learning.

Multidisciplinary peer-led sexual and reproductive health education programme in France, a prospective controlled-study

BackgroundSexual education is an international priority to promote sexual and reproductive health (SRH) and to reduce risky sexual behaviour. Experts recommend holistic and comprehensive SRH peer-led education.In 2018, the French government launched a new public peer-led health prevention programme called the “Service Sanitaire” (SeSa), consisting of health education provided by healthcare students (peer educators) to teenagers. For the first time in France, the impact of the programme was prospectively evaluated during its first year to examine whether the programme improved the SRH knowledge of healthcare students and teenagers. Risk perception and risky sexual behaviour among these populations were also evaluated.MethodA prospective multicentre controlled study was conducted from November 2018 to May 2019. SRH knowledge was compared before and after the SeSa programme, and the evolution of this knowledge was compared, with linear regression, between healthcare students part of the SRH SeSa programme and those who were part of another programme. The same analysis of knowledge was performed with respect to teenagers who received SRH interventions as part of the SeSa compared to teenagers who did not participate in a specific SRH education programme. Risk perception and risky behaviour were studied before and after the programme among healthcare students and teenagers.ResultsMore than 70% of the targeted population participated in the study, with 747 healthcare students and 292 teenagers. SRH peer educators increased their knowledge score significantly more than other peer educators (a difference of 2.1 points/30 [95% CI 1.4–2.9] (p [between group] < 0.001)). Teenagers participating in the SeSa interventions also had a greater increase in their knowledge score than the other teenagers (+ 5.2/30 [95% CI 3.2–7.4] p [between group] < 0.001). There was no evidence of change in sexual risk behaviours for the healthcare student population.ConclusionThe “Service Sanitaire” programme significantly improved the sexual and reproductive health knowledge of peer-educator healthcare students and teenagers compared to a classic education programme. Longer and/or qualitative studies are needed to evaluate changes in sexual behaviour as well as positive impacts on sexuality.