Student Tutors Research Articles

Assisting Students in Improving the Techniques of Answering Essay Questions in Social Studies at McCoy College of Education through Action Research

The study was carried out at the McCoy College of Education in the Nadowli District of the Upper West Region of Ghana. It seeks to explore ways of assisting students in improving the technique of answering essay questions in social studies. A case studying level 100 students of the McCoy College of Education was carried out where it was found that they are lacking in the area of study. The researcher intends to determine why students in these classes perform poorly in essay assignments and examinations. The researcher sought to investigate to what extent the poor approach to essay writing, poor introduction, paragraphing, and conclusion writing coupled with inadequate expression, periodic essay tests and assignments, inadequate prompt and irregular marking of assignments and quiz scripts, and students' inability to use linking words among others is affecting their written essays in social studies. This phenomenon was ascribed after the study because students are not assessed regularly by essay questions. It is also the case that essay questions are not marked, and tutors do not regularly do assessments of students, a situation that has to do with a large student population, affecting the student–tutor population ratio. The study recommends that the institutions concerned with training teachers make adequate communication studies a hallmark of skills needed for teaching. The study's findings take particular interest in improving teacher trainees' oral and written communication skills and, by extension, their prospective pupils.

Coping in the time of COVID-19: Insights from university students with intellectual disabilities.

For almost two decades, students with intellectual, developmentaland multiple disabilities have attended undergraduate classes at the University of Manitoba, in Winnipeg, Canada as part-time auditing students. They are supported by the Campus Life program. Campus Life employs graduate and undergraduate university students as academic tutors and social role models because they too are immersed in university life. We chose collaborative autoethnography as a research method because we believe in researching and writing with individuals with disabilities, rather than about them. Three student tutor dyads elected to participate in this study. In the context of the pandemic and the switch from on-campus in-person learning to off-campus online learning, we were interested in learning about the changes, challengesor unanticipated benefits they experienced. Each dyad engaged in tutor-led conversations, guided by open-ended questions, and wrote their story. The stories from the three dyads were received and analysed. We found three emergent themes. The first was centred on worries about the health risks of COVID-19, the difficulties they experienced in adapting to online learningand their development of better skills in listening and communicating. The second theme was about the dramatic reduction in their opportunities for social engagement. With respect to the third emergent theme, they recounted some advantages of online learning, noting that it was more accessible, more convenientand safer during a pandemic. For the study participants the shift to online classes and tutoring sessions was surprisingly successful. They became more independent and improved their online communication, time-managementand organisational skills. Social engagement was sorely missed, especially studying and socializing with classmates at university and participating in extracurricular activities. The students also noted some advantages to online learning such as accessibility, convenience, feeling comfortable at home, avoiding transportation to the universityand learning to use new tech tools. The tutors began sharing and learning from each other. This was facilitated by online tutoring roundtables. Our first insight from this study is the realisation that we now have a new medium for tutoring Campus Life students. A second is the need to better understand student social engagement in the online world.

TOEFL untuk Meningkatkan Kualitas Bahasa Inggris Peserta Didik: Pelatihan dan Praktik

TOEFL or known as the Test of English as a Foreign Language is an English test that is used to measure the level of mastery of a student's English through listening, reading, and writing and structural expressions. This test is very useful for high school students. One of the benefits that can be felt by students is as preparation for college level. With good English skills, it will produce a maximum TOEFL score. Community service activities that have been carried out for JAYABAYA Tutoring students using the lecture, discussion, and practice methods of working on TOEFL questions. The lecture method used to motivate as well as deliver the material makes students feel enthusiastic about trying to work on the TOEFL questions. The method of discussion and practice is carried out to determine the level of students' English mastery through the TOEFL test. By providing discussions and opportunities to do TOEFL Exercises, it increases students' motivation to learn English

Integrating Same-Level Peer-Assisted Learning in a Simulation-Based Emergency Dystocia Module for Final-Year Veterinary Students.

Due to faculty shortages, time restraints, and unpredictability of emergency cases, teaching emergency veterinary care is associated with a range of challenges. A novel simulation-based emergency veterinary care (EVC) module was introduced at the Department of Veterinary Medicine, Freie Universität Berlin. The module was mandatory for all final-year veterinary students (n = 155) and consisted of a 5-hour online workshop series on communication skills, a series of interactive, virtual emergency cases, and a weeklong block event covering practical skills at different simulation-based learning stations. A same-level peer-assisted learning (PAL) approach was trialed at two learning stations. Sixteen students volunteered to act as student tutors for their peers. The student tutors received specific training and each tutored six groups of three to four tutees in one topic of their choice. Evaluation forms were filled out by both tutors and tutees with response rates of 100% and 89.7%, respectively. Most student tutors felt well prepared and comfortable in their role as tutor. They indicated exceptionally high levels of motivation and felt useful and competent during the exercise. The tutees reciprocated these opinions and specifically enjoyed the fun and positive learning environment that the tutors were able to create. Responses in the evaluation forms also indicated that the ratio of faculty member to tutors to tutees (1:3:9-12) was a good fit for the exercise. Reciprocal same-level PAL shows promise as an effective teaching tool for final-year veterinary students receiving EVC training. This translation was provided by the authors. To view the full translated article visit: https://doi.org/10.3138/jvme-2022-0038.de.

Online student tutorials for effective peer teaching in digital times: a longitudinal quantitative study

BackgroundPeer-assisted learning represents a favoured method of teaching in universities. The COVID-19 pandemic has necessitated transferring medical education to digital formats, and subsequently, the question has arisen of whether online tutorials might be effective. This study, thus, investigated the efficacy of online tutorials in a communication course by assessing the interaction, verbal communication, and nonverbal communication of tutors and students.MethodsSecond-year medical students were invited to participate in this longitudinal quantitative study. Validated and self-developed questionnaires (e.g., Jefferson Empathy Scale) including 39 questions (rated on a 7- or 5-point Likert scale) were used to assess the different variables including interaction, verbal and nonverbal communication and students’ learning success.ResultsOut of 165 medical students, 128 took part in the study. The students as well as tutors reported that they found each other likeable (Mstudents = 4.60±0.71; Mtutors = 4.38±0.53; p > .05). Learning success increased throughout the communication course (Cohen’s d = 0.36–0.74). The nonverbal and verbal communication in the simulated patient (SP) encounter was also rated as high by all three groups (Mnonverbal = 3.90±0.83; Mverbal = 4.88±0.35).ConclusionsInteraction as well as nonverbal and verbal communication occurred in the online format, indicating that online tutorials can be effective. The implementation of SPs increases the efficiency of synchronous online learning as it enhances the simulation of a real patient–physician encounter. Thus, online tutorials are a valuable amendment to medical education.

Comparing the Effectiveness and Image Quality of Musculoskeletal Ultrasound of First-Year Medical Students After Training by Student Tutors Versus Ultrasound Instructors: A Pilot Study

BackgroundUltrasound is a vital part in many medical schools’ curriculum. Although there is strong support for the use of student tutors (STs), there is a lack in gauging their effectiveness with more difficult organ systems such as the musculoskeletal (MSK) system. We aim to determine the effectiveness of using STs versus expert ultrasound instructors (UIs) when teaching MSK ultrasound.MethodologyMedical students were recruited to participate in an MSK workshop to identify superficial volar arm structures (radial nerve, radial artery, median nerve, ulnar artery, ulnar nerve) using Butterfly iQ. In total, 14 participants were taught by STs and 10 participants were taught by UIs. Participants imaged the five structures and answered surveys gauging their confidence via five-point Likert scales.ResultsThere was no significant difference in confidence or identification accuracy for all five structures between the two groups. However, there was a significant difference in confidence in the understanding of basic ultrasound concepts in favor of the UI group (p < 0.05). A greater number of students were more confident in identifying all five structures when taught by STs, but more students correctly identified the structures when taught by UIs.ConclusionsThe results on confidence could be due to positive peer perception. Both groups scored relatively high in their identification accuracies, promoting the successful use of STs. The successful use of STs in teaching MSK ultrasound opens the possibility to developing peer-led ultrasound curriculum on more complex ultrasound topics in the future.

Near-peer teaching for learning clinical photography skills: Perceptions of students.

This paper evaluates the perceptions and experience of students, in the role of both near-peer teacher and learner who participated in the clinical dental photography course, using a mixed-method analysis with focus group interviews of student tutors and a questionnaire of learner perceptions. A student-led course on Digital Clinical Photography took place with BDS 5 and 6 students as near-peer teachers (NPTs) and BDS 2 and 3 students as learners. Interviews were conducted with near-peer teachers, and a questionnaire was distributed to learners to evaluate students' perceptions of this novel teaching and learning experience. Near-peer teaching has proven to be a beneficial alternative teaching pedagogy which was well-received by NPTs and student learners. The content creation and teaching experience deepened NPTs' understanding on the subject matter and were motivated given the autonomous nature of the project. NPTs enjoyed and benefited from the collaborative nature of the project and the relevance of the subject matter and improved their clinical skills. The student learners enjoyed the learning experience and benefits of learning from NPTs which is supported by social and cognitive congruence. The positive perception of teaching and learning in pairs were also described. This project demonstrates the perceived benefits of near-peer teaching for clinical photography skills for student experiential learning and highlights key elements on how to structure such an activity to engage and support students to participate in such future activities.

‘Student tutors go online’ - Investigation of cognitive and social congruence in online student tutorials - a longitudinal study

ABSTRACT The concept of peer-assisted learning (PAL) has been implemented at many medical faculties. Due to the Covid-19 pandemic, parts of the medical education experience transitioned to digital formats. However, little is known about PAL and online student tutorials. PAL is effective due to cognitive and social congruence. This study aims to investigate these concepts in an online student tutorial on taking a patient’s medical history. This longitudinal study took place in a preclinical communication course on how to take a patient’s medical history. In an online student tutorial, the students learned how to take a patient’s psychosocial medical history. Using standardised questionnaires, cognitive and social congruence were assessed. T-tests of independent samples were performed for data comparison. The participants included 128 second-year medical students and 5 student tutors. Cognitive congruence (Mstudent = 4.19 ± 0.56; Mstudenttutor = 4.04 ± 0.57) and social congruence (MStudent = 4.25 ± 0.56; MStudenttutor = 4.06 ± 0.57) were high for both students and student tutors in the online setting. In comparison to the face-to-face group, students in the online setting considered the student tutors to be significantly (p < .05) more socially congruent. Learning success increased during the course; however, it was not influenced by cognitive congruence. Cognitive and social congruence are high in an online setting. The students’ learning success increased during the online tutorial. Based on the higher level of social congruence, student tutors might be very motivated to be open and approachable in an online setting. Simultaneously, students might pay more attention and participate actively in the online setting. Social and cognitive congruence contribute to the effectiveness of online student tutorials and, thus, online student tutorials should be integrated into medical training.

Evidence-Based Veterinary Medicine Learning: an open access tutorial for practitioners and students

EBVM Learning, an open access online tutorial, has been developed to support the teaching of evidence-based veterinary medicine (EBVM). This paper provides the project background and teaching examples. The authors request JEAHIL readers share this resource with colleagues who support evidence-based practices including veterinary medicine.

Near-Peers First, Physician Tutors Last. Interim Report of a Mixed-Methods Study Exploring Optimal Timing in Undergraduate Ultrasound Teaching

Near-Peers First, Physician Tutors Last. Interim Report of a Mixed-Methods Study Exploring Optimal Timing in Undergraduate Ultrasound Teaching Abstract. While many medical undergraduate ultrasound teaching programmes combine teaching from both physician and student ('near-peer') tutors, there has been little research on how these can be optimally combined. In this study, four groups of 16 medical undergraduates each received twelve lessons from student tutors and four lessons from physician tutors as part of their basic ultrasound course. Each group's physician tutor lessons took place in a different quarter of the course timetable. Quantitative and qualitative data were then collected through an online questionnaire, and 15 participants had 1:1 interviews. This interim analysis shows that, when designing combined ultrasound teaching for medical undergraduates, student tutors should be used at the start and physician tutors in the second half of the programme.

Peer Teaching im Ultraschallunterricht: Werdegang, Motivation und Erlebnisse dreier Peer-Tutorinnen und -Tutoren

Peer Teaching in Ultrasound Teaching: Backgraound, Motivation and Experiences of Three Peer Tutors Abstract. Ultrasound education is already accessible to many students in Switzerland through courses offered by Young Sonographers as well as universities. Many universities rely on student peer tutors for teaching - but also for examinations, the elaboration of learning content, and teaching research. This interview explores the motivations and experiences of one female and two peer male tutors in ultrasound teaching.

The Impact of Undergraduate Tutor System in Chinese 8-Year Medical Students in Scientific Research.

PurposeThis study aimed to evaluate the effect and influence of the undergraduate tutor system on the undergraduate stage of Chinese 8-year medical program students in scientific research.MethodsWe collected related data from 194 medical students in the Xiangya Medical School of Central South University. The questionnaire was composed of three parts, namely, eight questions for basic information about individual and undergraduate tutor system, five questions for the subjective feeling impact of the undergraduate tutor system, and 22 questions for accessing the scientific research ability and academic results. The students were mainly divided into three groups to compare different kinds of undergraduate tutor systems, namely, single tutor for multiple students' system (group A), multiple tutors for multiple students' system (group B), and no tutor system for comparison (group C).ResultsThe type of tutorial system, the frequency of guidance, and the way of guidance were independent influence factors of the view of 8-year medical students on scientific research. Group B behaved better than group C in literature processing (P = 0.012), experimental operation (P < 0.001), statistical analysis (P < 0.001), and manuscript producing (P = 0.019). Group A and B joined in more National college students' innovation and entrepreneurship training programs (P = 0.003, P < 0.001). The most popular types of articles published by students were bioinformatics, meta-analysis, and reviews.ConclusionUndergraduate tutor system has made tremendous achievements in cultivating students' scientific research capacity; however, implement improvement should be considered to better educate students.

Pengembangan E-Learning dalam Memberikan Pelayanan terhadap Siswa di MTs Negeri 4 Gunugkidul pada Masa Pandemi Covid-19

This research aims to find out the development of e-learning in serving students during the distance learning process. This research uses exploration case study methods with a qualitative approach used to obtain information on constraints and solutions due to the Covid-19 pandemic to the development of e-learning. The results showed that there were several e-learning developments carried out at MTs Negeri 4 Gunungkidul, including hosting to store madrasah website data and domain rental as a website address so that it could be accessed through the internet, as well as training tutorials for teachers and students. This is to bridge the obstacles experienced by teachers and students in the use of e-learning, namely servers that are down and difficult to access and lack of communication and socialization between students and teachers. In addition, the use of e-learning can make it easier to update teaching materials and task checks.

A SURVEY REPORT: AN ANALYSIS OF THE PRELIMINARY EFFECT OF THE IMPLEMENTATION OF DOUBLE REDUCTION

In order to effectively ease the burden of excessive homework and off-campus tutoring for students undergoing compulsory education (double reduction for short), the general office of the CPC Central Committee and the State Council ask the primary and secondary schools across the country to implement the “double reduction” policy. The autumn semester of 2021 is the first semester after the implementation of the “double reduction” in primary and secondary schools in China, and the effect of its implementation has attracted much attention. By designing a questionnaire, the parents of primary and secondary school students were randomly investigated to explore the preliminary effect of the implementation of the “double reduction”, so as to provide a reference basis for primary and secondary schools across the country to further implement and improve the “double reduction” policy and improve after-school service level and teaching quality.

ПАТРИОТЫ-МЕДИКИ ВИТЕБСКОГО ГОСУДАРСТВЕННОГО МЕДИЦИНСКОГО ИНСТИТУТА В ГОДЫ ВЕЛИКОЙ ОТЕЧЕСТВЕННОЙ ВОЙНЫ

The given article on the example of the activities of the staff members of Vitebsk State Medical Institute during the years of the Great Patriotic War facilitates the formation of citizenship, patriotism, universal human values in the student youth, cultivates respect for the profession of medical workers who have made a huge contribution to the victory gained in the Great Patriotic War, shows their heroism and self-sacrifice. The role of VSMU museum in the education of student youth during their studying at the university is defined. Forms and methods of the work of public organizations (Trade Union, Veterans Council, Belarusian Republican Youth Union, Belarusian Union of Women) of the Educational Establishment «Vitebsk State Order of Peoples' Friendship Medical University» and those of student academic group tutors are revealed.

PERSEPSI GURU PAMONG TERHADAP KOMPETENSI PEDAGOGIK MAHASISWA JURUSAN PIIS YANG MELAKUKAN PPL-2 DI SMA

AbstractThis study aims to determine the perception of civil servant teachers on thepedagogic competence of students majoring in Social Sciences Education whocarried out PPL-2 in 2017 at SMA Santun Untan Pontianak. The researchmethod used is qualitative in the form of descriptive research. The source of thisresearch data is PPL student tutors who teach Economics, Sociology, History,PKN, Geography subjects. The data collection tools used are interviewguidelines and literature/documents. Data collection techniques usinginterviews and documentation. The results of this study indicate that, based onthe perceptions of the civil servant teachers, students are able to understandlearning theories and educational learning principles such as being able toexplain learning activities/activities, curriculum development such as makinglesson plans are in accordance with the school curriculum and able to conveymaterial well, the potential development of students has also been able to carryout, communication with students such as asking questions and answeringquestions, assessment and evaluation. While the competencies that have notbeen mastered by PPL students are understanding the character of students,which is caused by a lack of approach to students, and in educational learningactivities students also have not mastered as in managing classes, students arestill unable to create and have not been able to adjust the time in the learningprocess. teaching takes place.Keywords: Perception, Pedagogy, PPL Students

Opening up a tailored tutor qualification program for medical students to other healthcare students \u2013 a mixed-method study

BackgroundPeer-led tutorials are widely used in medical education to promote practical skills acquisition and support faculty staff. Typically, student tutors are custom trained for this specific task. We investigated whether opening up an existing medical tutor qualification program to other degree programs is successful in terms of acceptance among students, acquisition of tutor-specific and interprofessional competencies, and which factors contribute to success or failure.MethodsWe developed a two-day tutor qualification program and conducted it annually from 2016 to 2020 with medical and other healthcare students. At the end of each course, we administered a written survey in which the participants rated the following items: their attitudes towards interprofessional learning (using the UWE-IP-D Interprofessional Learning Scale), the interprofessional learning setting, the teaching approach, and their competency acquisition (each on a five-point Likert scale; 1 = strongly agree, 5 = strongly disagree). Furthermore, we assessed participants’ qualitative feedback in free-text fields and performed inductive content analyses.ResultsThe study participation rate was high (response rate 97%; medical students: n = 75; healthcare students: n = 22). Participants stated high levels of competency acquisition (total M = 1.59, individual items’ M’s ranging from 1.20 to 2.05) and even higher satisfaction with the teaching approach (total M = 1.28, individual items’ M’s ranging from 1.43 to 1.05). Overall satisfaction with the training was M = 1.22; SD = 0.58. No significant differences in ratings were found between the student groups. The qualitative results showed that students appreciated the interprofessional setting and experienced it as enriching. The most positive feedback was found in didactics/teaching methods on role-plays and group work; most suggestions for improvement were found in the area of structure and organisation on breaks and time management.ConclusionsOpening up an existing medical tutor qualification program to other student groups can be seen as fruitful to teach not only tutor-related aspects but also interprofessional competencies. The results demonstrate the importance of detailed planning that considers group composition and contextual conditions and provides interactive teaching methods to promote interprofessional experiences. This study offers important information about prerequisites and methodological implementation that could be important for the interprofessional redesign of existing training programs.

Pengaruh Bimbingan Belajar Terhadap Hasil Belajar Peserta Didik Kelas IV

The purpose of this study was to determine 1) the application of student tutoring, 2) the level of mathematics learning outcomes for fourth-grade students, 3) the effect of tutoring on fourth-grade students' mathematics learning outcomes at SDN Kembangan Sekaran Lamongan. This research is quantitative research with an experimental descriptive method, with a sample of 8 students. The instruments used are observation, documentation, and tests. Data analysis used descriptive analysis and hypothesis testing with a t-test. The results showed that: 1) the percentage of tutoring observation results 100% of students who attended tutoring, 82% of students paid attention when the teacher explained the material, 90% of students actively asked when the teacher finished explaining the material, 90% of students were able to master the task that had been given. when tutoring, 80% of students can answer questions given by the teacher during tutoring, 2) student learning outcomes for class IV obtained 62% of students are at a very high level, meaning that learning outcomes students experienced a significant increase, 3) the results obtained are t_count is greater than t_table, namely 5.036 &gt; 2.145, meaning that there is a significant difference in the mathematics learning outcomes of fractions. This proves that this tutoring is effectively used to improve the learning outcomes of fourth-grade students at SDN Kembangan Sekaran Lamongan

General English Part-time Instructors' Micropolitical Strategies and Interests

&lt;p&gt;台灣一般大學及技職校院通識英文課程多仰賴兼任教師授課，而教師回應課程管理制度要求呈現質量化教學成果，所採取之教學因應策略是否能維持專業取向仍少有論述。研究用建制俗民誌設計大綱，訪談六位在十三所大學語言中心任教通識英文兼任教師，藉微觀政治視角分析其回應管理之策略。發現：(1)面對各校差異要求，兼任教師採取「配合」或「力求表現」策略，力求表現指教師利用話術或利益交換，說服學生呈現更多成果。(2)相對專任，兼任教師多保持沉默，不讓管理單位感到困擾。(3)採取力求表現策略之動機，來自文化認同利益與自我專業認同利益：文化認同利益改變師生溝通、班級經營及輔導方式，而自我專業認同利益讓其在多變教學環境中自我強化。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Teaching of General English courses at universities and at universities of science and technology in Taiwan relies heavily on part-time instructors. The strategies undertaken by part-time instructors of General English in response to course management regulations affect their teaching practice. The study participants were six part-time General English instructors teaching at 13 university language centers. This study applied the institutional ethnography approach to designing interview guidelines and analyzed the interaction strategies applied by the instructors in response to the language centers’ requirements from the micropolitics perspective. The following was discovered: 1) Most of the educators &amp;ldquo;went along&amp;rdquo; with distinct requirements, whereas some chose to &amp;ldquo;be noticed&amp;rdquo; and used strategies, such as sales talk or quid pro quo negotiation, to improve student outcomes. (2) The part-time instructors tended to &amp;ldquo;keep silent&amp;rdquo; and were careful to &amp;ldquo;not cause any trouble&amp;rdquo; even when they found the requirements to be unrealistic. 3) The &amp;ldquo;being noticed&amp;rdquo; strategy was associated with cultural-ideological and professional identity interests. Cultural-ideological interests influence the instructor&amp;ndash;student interactions, class management, and tutoring strategies. Professional identity interests enable them to think positively and help students in alternative ways when they encounter a frequent change in the teaching context.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Evaluation of an Infectious Diseases Elective for Early Clinical Medical Students on Their Internal Medicine Clerkship.

BackgroundEarly medical subspecialty training is an emerging trend in medical education. These electives are still rare for Early Clinical Medical Students (ECMS). We describe the introduction of an Infectious Disease (ID) inpatient consult rotation elective for ECMS.MethodsIn addition to seeing patients and rounding with the inpatient ID consult team, we created a supplemental curriculum to provide added support for ECMS that included a checklist of clinical skills learning objectives, self-directed, publicly available mini-lectures on ID topics, and an ID Coach who provided directed and personalized tutoring for students. We surveyed ECMS, ID fellows and attendings on service, and ID Coaches to evaluate the acceptability, feasibility, and effectiveness of this rotation and curriculum.ResultsThe majority of ECMS reported that the rotation was a useful educational experience and that the ID Coach was one of the most valuable aspects of the rotation. The majority of ID fellows and attendings reported that working with ECMS improved their job satisfaction and well-being.ConclusionsThis multifaceted approach to early medical subspecialty training was valuable for ECMS, ID fellows, and faculty. Ongoing improvements in this curriculum will provide a useful tool for medical education.