Experiences Of Tutors Research Articles

Tutors' perspective on the impact of their anatomy tutoring experience and ethics of body donation.

To explore the future of former anatomy tutors, their perception of the impact that the anatomy near-peer teaching (NPT) program have had on them, in terms of academic performance, professional development, personal growth, long-term anatomical knowledge, and views on body donor ethics. Additionally, we compared their academic performance with non-tutor peers in terms of ranking at the National Qualifying Examination (NQE). A voluntary survey was emailed to all anatomy tutors from 2005 to 2024, using an online Google Forms questionnaire including closed and open-ended questions across four themes. Quantitative data were analyzed descriptively, while qualitative responses underwent thematic analysis. A Wilcoxon signed-rank test was performed to compare former tutors' NQE rankings to their peers. Forty-seven out of 48 tutors responded. Tutors reported a positive program impact, including improvements in technical skills (100%), teamwork (97.9%), communication (89.4%), and organizational skills (76.6%), and good long-term anatomical knowledge retention (85.7%). Dissection on body donors was deemed essential for anatomy learning while shaping professional and ethical values. Of the 36 residents/specialists, 38.9% ranked in the top 10% at the NQE, with a statistically significant higher rank than their peers (p = 0.0011), and 100% obtained their desired specialty. This results suggest that the anatomy NPT program significantly enhanced tutors' academic performance, technical skills, personal and professional development, and was useful to foster a positive perception of dissection on body donors and reinforced the importance of anatomical knowledge in clinical practice.

Enhancing community engagement, public involvement, and social capital through researchers’ participation in community dance projects: unexpected outcomes in underserved communities

BackgroundThe Dance and Health project aimed to promote public involvement in health research. Public involvement leads worked with project partner community groups, Aakash Odedra Dance Company and Moving Together, to develop a community engagement project with people living in low-socioeconomic areas/deprivation and diverse ethnic minority groups. Dance and Health included a weekly 60-min dance class and 30 min of facilitated health science discussion, that could either be a public involvement discussion for a research project, an activity about a particular biomedical research theme or ongoing discussions with a visiting researcher. The goal of this paper is to explore the impact of the Dance and Health project on the social capital of participants and provide key learnings on how to engage and build partnerships with people from underserved groups in health research contexts.MethodsQualitative interviews and focus groups were completed which explored participant and dance tutor experiences in community venues. Participants were aged between 22 and 90, most were female and were from Asian ethnic minority groups and White British groups living in deprived neighbourhoods in Leicester. Qualitative data were analysed using qualitative content analysis.ResultsThe responses to the Dance and Health project were positive across all the focus groups. Central themes identified were Feedback on the Project, Motivation to Exercise, Criticism of the NHS, Mental Wellbeing, Engagement in a Post Pandemic New Normal, Accessibility and Inclusivity, Empowerment and Building Social Capital.DiscussionThe focus groups evidenced that the project had broad impact. Participants expressed empowerment and ownership and described a range of social capital enrichment generated through the project including networks and friendships, access to the institutional resource of health science, and the opportunity to engage with a health and leisure activity that was valued and meaningful.

Medical students' and GP tutors' experiences of near peer teaching in primary care: a qualitative study.

There exists a significant body of literature on the benefits of Peer Assisted Learning (PAL). Near-peer (NP) teaching can be defined as teaching delivered by senior students to younger year students. There are numerous examples in the literature of PAL projects in a non-clinical setting but little research in a clinical setting and even less in primary care. Postgraduate literature suggests that potential benefits include promotion of general practice as a career as well as increasing teaching capacity.A successful pilot led to the development of a new undergraduate NP teaching Student Selected Component (SSC) in a primary care setting. To explore the experiences of medical students and GP tutors who participated in this SSC. Semi-structured interviews were carried out with year 5 NP student teachers, GP tutors, and year 3 students. Thematic analysis was used to analyse the qualitative data generated. As well as increasing teaching capacity and consolidating their own knowledge, the findings suggest an impact on the professional identity formation of NP student teachers helping them to prepare to be future doctors. The NP teaching fostered an environment of psychological safety for all students, although there was an additional element of risk management and supervision when teaching with patients. Undergraduate NP teaching has advantages for student learners, NP student teachers, GP tutors, and practices. The increased teaching capacity has implications for recruitment of practices for teaching and may promote general practice as a future career.

Critical thinking skills in English academic writing: An exploratory interview study of the perceptions and the experiences of EFL tutors at a Hungarian university

The development of students’ critical thinking (CT) skills in English academic writing poses challenges for both educators and students within the realm of English language teaching. In response to these challenges, the present study examines two main research questions related to tutors' perceptions and their experiences in fostering CT skills in English academic writing classes at a Hungarian university. The study employed a qualitative exploratory approach and involved the participation of five EFL tutors. Data were collected through semi-structured interviews and analysed using thematic content analysis. The findings indicate that EFL tutors consider CT skills crucial for evaluating sources, analysing academic texts, questioning reliability, and expressing independent opinions. Various strategies are employed to foster CT skills, including sample texts, guided tasks, the process approach to teaching academic writing, technology use, written feedback, self-assessment, peer revision, and the Toulmin model. Challenges faced by EFL tutors include mixed English language proficiency levels of students, students' limited exposure to CT and academic writing, students' attitudes towards CT and academic writing, time constraints, and systemic issues. The study offers EFL tutors’ insights and effective strategies for enhancing students' CT skills in English academic writing.

국제 바칼로레아 초등 프로그램(IB PYP)의 종단적 효과: 초등학생의 학업성취도와 학습동기에 미치는 영향

Despite the burgeoning enthusiasm for the implementation of International Baccalaureate (IB) education within the Korean public education system, there is a paucity of research investigating the effects of IB PYP on student learning outcomes. In order to reduce the research gap, we conducted a longitudinal study to track the progress of 212 third-grade students at IB PYP World Schools over a period of three years. Using a propensity score matching method with socioeconomic status and private tutoring experiences as covariates, we statistically sampled 212 third graders attending to non-IB PYP schools as a control group. The results from repeated-measure analyses of variance revealed that students attending IB PYP schools exhibited superior academic achievement and motivation in Korean language and mathematics, compared to students in non-IB PYP schools. The impact of the implementation of the IB PYP was more pronounced when students were third graders than when they were fifth graders.

Art therapy as a therapeutic device in mental health: an experience report

This article is the result of the experiences of nursing, medicine and physical education students and tutors at the State University of Pará (UEPA), who participated in the Health Work Education Program (PET-Saúde) in Santarém. The objective of this experience report is to socialize the experiences of academics and tutors during the carrying out of educational actions within the scope of prevention and health promotion, with participants in the mental health program, in Primary Health Care, in the Uruará neighborhood, in the municipality from Santarém. This is a study with a qualitative approach, developed at UBS do Uruará, in the city of Santarém-PA. As a result, patients' adherence to the art therapy proposal, their engagement and motivation to be present at the Unit, in the days of activities, and the feeling of self-confidence and pride in the work carried out. The work developed over four months demonstrated the importance of associating art therapy in the conventional treatment of mental illnesses, constituting an effective strategy not only to ensure users' adherence to treatment, but also to help them discover themselves as capable people. and socially useful.

Using Intentional Pairing and Peer Tutoring during Structured Literacy Activities in Inclusion Classrooms

AbstractMore and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to the Science of Reading (SoR), it is vital for teachers to provide relevant and engaging learning opportunities for all students. In this article, several strategies are offered for intentionally pairing diverse learners and their typically developing peers to provide successful structured peer tutoring experiences during literacy activities in inclusion classrooms.

Educators’ Academic Insights on Artificial Intelligence: Challenges and Opportunities

The study on " Educators’ Academic Insights on Artificial Intelligence – Challenges and Opportunities" was conducted to gain a deeper understanding of the rapidly evolving phenomenon of AI in education. This research serves multiple objectives. Firstly, it aims to foster awareness regarding the integration of AI into teaching and learning practices by providing clear definitions of AI and explaining key AI-related terms. It also seeks to illustrate AI's diverse applications within a broader context, with a special focus on AI-supported research and learning platforms. Additionally, the study delves into the current discourse surrounding chatbots, contributing to address the central research question. Lastly, this initiative aims to provide valuable recommendations for effectively harnessing AI in education, enhancing the teaching and learning experience. The researchers conducted a review of literature concerning artificial intelligence. They adopted a qualitative method, using open-ended questions to collect feedback from educators globally, including those from the University of Technology and Applied Sciences, Al Musannah, and participants in the online discussion forum at Oxford English Learning Exchange.com. The qualitative data was analysed, leading to the identification of key themes and subthemes derived from the responses of research participants. The study's findings incorporated a wide range of concerns expressed by educators, comprising ten key subthemes. These concerns ranged from doubts about AI's ability to replace human educators and fears of its potential to hinder student development to worries about its hyped popularity and its perceived futuristic nature. Educators stressed the importance of effective AI training while emphasizing the need to prioritize human expertise over excessive reliance on AI. They were also acutely aware of both the advantages and disadvantages of AI, viewing it as both a potential boon and a looming threat. Furthermore, educators recognized the potential for enjoyable experiences with AI and acknowledged the pivotal role of users in determining the extent of AI adoption. Content analysis revealed additional apprehensions, such as concerns about job displacement, AI's impact on critical thinking, teacher frustration in assessing AI-assisted student writing, the use of AI-generated content for assessments, potential erosion of human services, stifling of user and learner creativity by AI, the risk of errors in AI-generated information, opportunities for cheating in exams, and concerns about the overreliance on and overrating of AI platforms. Positively, the findings included an array of opportunities that AI platforms offer. Study participants highlighted various aspects of these opportunities that surpassed their concerns and associated risks. The opportunities are categorized into twenty subthemes: enhancing learner motivation, facilitating template creation, utilizing AI as an educational aid, promoting proper training and fostering positive AI usage, harnessing AI for teaching challenging subjects, enabling personalized learning experiences, offering an interactive tutoring experience, supporting remote learning, facilitating self-study, providing comprehensive educational content overviews, giving instantaneous feedback and evaluation, functioning as search engines and chatbots, enabling content validation, efficiency in terms of cost and time, streamlining material preparation, facilitating skill and language enhancement, promoting familiarity with topics and vocabulary, enabling text-to-speech and speech-to-text conversions, editing multimedia elements, and facilitating content generation.

Being participatory: employing geographic lenses to understand young people’s experiences of private supplementary tutoring in Uzbekistan

ABSTRACT This mixed-methods study explores the experiences and perceptions of primary school students of fee-charging private supplementary tutoring (PST) in Uzbekistan. The data were collected from five mainstream schools, using a close-ended questionnaire and two participatory methods – group interviews and drawings. The study found that 574 out of 1024 students (56%) received PST, mainly to increase their knowledge in core subjects, boost their self-confidence, and accomplish their aspirations of studying/working abroad. Achieving high scores in examinations was a secondary goal for many participants because they did not have a high-stakes examination at this academic level. 286 out of 574 students (50%) reported that their private tutors were their own class teachers, which raises concerns about favouritism and coercion. The participants acted agentively by highlighting the advantages of PST. The study stresses the importance of adopting effective policies to regulate PST and using participatory research methods to capture children’s PST experiences.

The Peer Tutor Model with Cognitive Conflict Strategies in Collaborative Learning Mathematical Problem Solving and Its Effect on Individual Achievement.

Cognitive conflict is a condition where students encounter new experiences that are not neatly arranged in their cognitive structure. The process of assimilation between old and new concepts in students' cognition. The assimilation process is more effective when done together with peer tutors. The purpose of this study was to see the effect of cognitive conflict on collaborative mathematical problem solving and its effect on individual learning success. Case study research methods, descriptive qualitative and quantitative. Learning is carried out to 28 semester II students collaboratively in solving integral problems. Pretest knowing the initial ability of mathematics, given the problem of integral functions of fractional powers. Given posttest independently. In the learning process students with low initial abilities and difficult to ask questions with peer tutors dare to ask information that has just been received with the help of students with moderate and high initial abilities. Cognitive conflict strategies with peer tutors are very useful. The impact of the experience of peer tutors, posttest results is very significant. This means that the posttest results increased significantly for the material of integral functions of fractional powers and motivation to learn for the better.

From the Peripheral to the Transboundary: Documenting the Lived Experiences of Students and Parents with Online Math Tutoring Services

Despite the growing prevalence of tutoring services in Canada, and a corpus of studies focusing on its overall implementation, research on the tutoring experience of Canadian students is lacking. This article reports findings from a study that responds to this gap through interviews with three high school students receiving online tutoring services in math, and two parents of children receiving online tutoring services. Specifically, the study responds to three questions: (1) What are the lived experiences of high school students receiving math tutoring from a private tutoring service in Ontario, Canada?; (2) What are parents’ motives for seeking private tutoring services?; and (3) How do participants perceive the learning taking place in different environments (e.g., tutoring vs. school)? In response to these questions, this article outlines the extent to which student participation in online tutoring demonstrates “transboundary learning”, responding to earlier claims arguing that tutoring services are considered to be more like “peripheral” learning environments as opposed to an important context for student learning. Findings show a distinct shift in the relationship between tutoring and schooling, where learning is more transboundary in nature and boundaries between schooling and tutoring are blurred. Discussion of findings elaborates on evidence of this transformation as aligning with central characteristics of transboundary learning. The increasing role of tutoring in families' learning and schooling experiences could signal the potential for more inequalities in education, which are discussed in detail.

Exploring the Peer Tutor Experiential Learning Process

While peer tutoring is a valued experiential activity, little is known about the peer tutoring experience and its relationship to desired 21st century outcomes of college. This paper features the results from a multi-institution study of the characteristics and benefits of peer tutoring for tutors. The National Survey of Student Engagement was administered along with a set of experimental questions specifically designed to interrogate the process of peer tutoring at 30 four-year institutions. In general, peer tutors who identified as seniors in college showed patterns of engagement and gains in learning and personal development that exceeded substantially those of their non-tutor counterparts, especially for those who received training and feedback from supervisors. The findings have implications for tutoring program administrators, experiential educators, and others to enhance the effects of peer tutoring and other experiential learning activities.

Analysis and Design of User Interface Private Tutor Mobile Application with Agile System Development Methodologies

Wijaya Learning Center in Gading Serpong faced challenges with low course participation due to an inefficient registration system, and to overcome these challenges, a UI analysis and design were conducted, leading to the development of a mobile application. This application allows clients to easily access class information, register online, and make payments. The backend, designed for the owner, supports schedule checks, transaction monitoring, and teacher management tasks. Class schedules, entered by the owner, remain consistent with changes permitted once a month. Clients can select their preferred schedule through the user interface. The study utilized Agile system development methodologies, known for their success in various fields. The research concludes that Agile methodologies significantly streamline the application design process, resulting in a functional mobile application that meets user requirements. Rigorous testing confirms the smooth usability of the application's four main functions, enhancing the private tutoring experience at Wijaya Learning Center.

Examining the Attitudes and Perceptions of Students and Tutors towards the Integrated Approach Pedagogy (IAP) in the Ghanaian Language Classroom

This investigation examined integrated approach pedagogy as a progressive educational framework that emphasizes the interconnectedness of various subjects and promotes active learning and critical thinking. This paper will be insightful as it will support students to appreciate their culture and accommodate other students in Ghanaian Language classroom. One of the significances is students would build communication confident and collaborative skills. In the context of the Ghanaian Language Classroom, this study aims to investigate the attitudes and perceptions of both students and teachers towards the integration of subjects within language instruction. This research employs qualitative interviews, to explore the experiences of students and tutors with the integrated approach. A purposive sampling technique was used to select participants, one hundred and fifty (150) students and teachers were selected from different regions and socio-economic backgrounds. Bono region fifty (50), Central region fifty (50), Western region fifty (50). The qualitative phase involves in-depth interviews with selected students and teachers to gain deeper and fuller insights into their personal experiences, perceptions, and recommendations related to the integrated approach pedagogy (IAP). The findings of this research contributed to the existing literature on pedagogical methods in the Ghanaian education system, shedding light on the effectiveness of the integrated approach pedagogy (IAP) in the context of language learning. The theory that underpinned this study was sociocultural theory by Lev, Vygotsky. This theory emphasized the role of social interaction and cultural context in learning.

Who Coaches the Coaches? Exploring the Biographies of Novice Athletics Coach Education Tutors

Despite coach education being a focus of academic inquiry for over 20 years, coach developers (e.g., tutors) have been neglected from the literature until recently. In recognizing and understanding the role of the tutor in delivering quality learning programs for sport coaches, it is also important to consider who tutors are and how biographical factors influence their development toward expertise. This article utilizes Grenier and Kehrhahn’s Model of Expertise Redevelopment as a tool to aid understanding of the transition from sport coaching to tutoring. Narrative interviews were used with seven novice athletics coach education tutors embarking on a “fast-track” tutor development program. Data were subject to narrative thematic analysis and presented as composite vignettes. The vignettes portray six common themes highlighting that becoming a coach education tutor is a lifelong process of episodic experiences. The features of novice tutors’ biographies are a useful starting point in evidencing the development of expertise. These findings could be used to inform tutor recruitment and training. The current study adds to the emerging body of literature by providing one of the first empirical accounts exploring the developmental experiences of novice coach education tutors.

Исследование субъективной оценки готовности и способности студентов и работающих тьюторов к тьюторскому сопровождению в условиях инклюзивного образования

<p>The article analyzes the subjective assessment of the readiness and ability to implement inclusive practices with tutor support for students with disabilities in conditions of inclusion among students of the defectology, psychological and pedagogical and social fields of training, with experience working as tutors. We developed a subjective assessment model based on competency and activity approaches that includes 4 questionnaires: the attitude towards inclusion, the intention to implement inclusive practices, the reflection of difficulties and self-efficacy in implementing inclusive practices. The study sample is represented by 488 respondents, who, when grouped by field of education, included – 157 students of higher special education (defectologists), 80 pedagogy and psychology students (higher education), 32 psychologists in the social sphere (higher education) and 15 college students majoring in “Social Work” (152 students from other majors were not considered in the analysis by field of education, but were included in the analysis using the grouping variable “Experience as a tutor”). Research methods: empirical - questionnaires containing scales designed for the self-assessment of the readiness and ability to implement inclusive practices in tutor support; statistical - the Kruskal-Wallis test (SPSS Statistics 18.0 program). An analysis of the results of responses on the various questionnaires showed that the largest proportion of positive responses from respondents was observed among defectology students, students of the “Psychologist in the Social Sphere” field and students with tutor experience from 1 to 3 years in the responses to the “Attitudes towards inclusion” (63,6%, 64,1%, 62,5%, respectively), “Intention to implement inclusive practices” (81,1%, 65,3%, 71,2%, respectively) and “Effectiveness in implementing inclusive practices” (68,8%, 63,8%, 69,7%, respectively) questionnaires, while agreement with the presence of difficulties was the lowest among defectology students (28,4%). Among students with tutoring experience, the largest proportion of positive choices was in the group of students with 1 to 3 years of experience, where there were significant differences in relation to inclusion and the effectiveness in implementing inclusive practices. In conclusion, it is stated that tutor training programs seeking to increase the readiness and ability to implement inclusive practices should include the development and implementation of an individual educational route based on the reflection of one’s value attitudes, intentions (motives), analysis of difficulties and assessment of self-efficacy.</p>

Interprofessional education and collaborative work in health: Perceptions and experiences of teachers and tutors

Interprofessional education and collaborative work in health: Perceptions and experiences of teachers and tutors

Tutoring with the Vampire

Attending a tutoring session can be challenging for students. In addition to general anxiety, cultural norms and bad experiences may deter students from pursuing tutoring. Additionally, if the experience is unpleasant, students may not return despite the potential benefits. Anxiety is detrimental to learning, so an anxiety-ridden student will not receive a fulfilling learning experience. Therefore, part of a tutor’s responsibility is ensuring their tutee has a positive tutoring experience in a comfortable environment that fosters genuine learning. However, how does a tutor provide a positive experience?“Tutoring with the Vampire” is a creative non-fiction short story highlighting how a tutor can create a good environment, looking at the benefits of breaking the ice, building rapport, and avoiding appropriation. The short story obeys the rule “show, don’t tell” as it strives to demonstrate that these are three beneficial things for tutors to consider while utilizing scholarly sources. In addition, the narrative prose shows the reader a positive tutoring experience, allowing the reader to envision the examples in a straightforward fashion.

Supporting students to engage with case studies: a model of engagement principles

ABSTRACT Case studies are an educational tool that can promote active learning, and make learning more accessible, by serving as frameworks for student meaning-making. This action research project focused on the student experience of case studies; aiming to understand how students respond to being taught with case studies, whether they are able to engage with cases and learn from them, and how educators can support this engagement and learning, through the effective use of cases. The findings of this project are of value to any educators working with case studies in the classroom, or considering doing so. The research included an initial survey, to ascertain student experience and preferences in relation to case studies, and review practical considerations. This informed content and approach for two observed tutorials, which used a case study to support final-year UK undergraduates in their learning about formal and informal workplace communication. The project concluded with a further survey to capture student perspectives on the case study itself, and the tutorial experience. The findings from all stages allowed a model for case study teaching to be developed, as a guide for educators. The key considerations for educators are that applicable, relevant and real-life case studies effectively support engagement and learning. Furthermore, focused case studies are preferred, with greater depth than breadth. Finally, practical considerations supporting accessibility should not be overlooked, the appearance and presentation of the case study were significant, as was the provision of time for preparation or reading.

Personal Tutoring in Higher Education: an action research project on how to improve personal tutoring for both staff and students

ABSTRACT In highlighting the changes in demands on personal tutors as part of university support networks, this paper identifies how to improve the personal tutor experience for both the personal tutor and the student. Drawing upon the experiences at Nottingham Law School, Nottingham Trent University, England, this paper explores the importance of the personal tutor in the student experience, the challenges faced by staff as a personal tutor, and areas for improvement are identified. The methods section of this paper explains the benefits of the use of action resech into personal tutoring and how it can lead to greater success of a project by engaging key stakeholders, both staff and students, involved in personal tutoring. An analysis of the data collected identifies three key issues for analysis: the ambiguity of the role of the personal tutor, the lack of clarity or purpose of personal tutor meetings and a lack of confidence in staff. The paper concludes with recommendations for personal tutoring in the development of resources for staff and students on personal tutoring, which include a clear definition of the role. Moreover, future training for personal tutors is recommended.