Student Tutors Research Articles

Teledidactic peer-tutored musculoskeletal ultrasound training for medical students-the TELMUS study.

Despite growing interest in musculoskeletal ultrasound (MSUS), training opportunities are often limited due to staff shortages and disbalances of expertise between rural and urban areas. Teledidactic approaches have the potential to expand access to training opportunities. This study aims to compare the effectiveness of teledidactic peer-tutored MSUS training to a conventional approach. A teledidactic course was held by a student tutor following a validated MSUS curriculum. An on-campus MSUS training taught by physician lecturers served as a control. Students were randomly assigned to one of both study groups. Objective structured clinical examinations (OSCE) were conducted before and after the training to objectively measure the learning outcome of the participants. Handheld ultrasound devices (ButterflyIQ®) and iPads (Apple Inc., 8th generation) were provided to the students for the MSUS course. Thirty medical students participated in the study. Prior to the course, baseline OSCE scores were recorded as 13.03/63 (SD ± 4.20) for the on-campus cohort and 13.00/63 (SD ± 6.04) for the teledidactic group. In the post-training OSCE evaluation, the on-campus cohort attained an average score of 56.80/63 (SD ± 4.22), while the TELMUS group averagely achieved 58.53/63 points (SD ± 3.52). While all students' skills increased over time, there was no significant difference between the two cohorts either before or after the course. Peer-tutored, teledidactic MSUS training showed to be non-inferior to the conventional approach and is a promising approach to reduce local and global disparities in educational opportunities regarding MSUS.

Propuesta tecnológica para la inclusión y transición de estudiantes sordos de la educación media a la educación superior en la ciudad de Montería-Colombia

The educational trajectories of deaf students are always complex, as there are many additional factors that can interfere with a correct transition, entry, permanence and graduation at different levels of the educational system. In the particular case of Colombia, different studies show that a low number of deaf students continue their studies at the university or employment education level. However, the origin of the problem is unclear, although some reasons can be recognized, such as the number of interpreters in educational institutions, the material and emotional support provided by the environment, and accessibility barriers. In this framework, this research was proposed with the main objective of determining the contributions that technological tools can offer in the process of transition of the deaf population, from basic and secondary education to higher education or training for work and human development, in the city of Monteria - Colombia. In order to fulfill this proposal, a qualitative research was carried out under a naturalistic design and a phenomenological paradigm, in which deaf students from different educational levels were interviewed, as well as parents and family tutors of deaf students in different situations and educational trajectories. The results were analyzed through thematic content analysis and emerging categories, and it was found that, although the experiences are diverse, there are common factors such as family support and access to technology that were present in the case of subjects with more complete educational trajectories. This allows us to conclude that the promotion of digital inclusion is a relevant factor to take into account in order to generate public educational policies.

Pharmacy students’ opinion on mandatory summer internships carried out in community and hospital pharmacies

BackgroundPharmacy internships are an important part of pharmacy education in Poland; they are an integral part of professional studies. The first two internships are held after the third and fourth year of study during the summer break and last for four weeks. The study aims to analyze the didactic process of the pharmacy students taking place during the summer internship in community and hospital pharmacies in Poland. The analysis emphasizes the acquisition of skills built on the master-student contact, and the results are based on trainees’ feedback.MethodsThe research tool was a questionnaire addressed to fifth-year pharmacy students who had previously completed summer internships in both community and hospital pharmacy. The survey contained 17 questions that sought to gain insight into their perceptions of the internship’s supervision and guidance of work by tutors and pharmacy staff, involvement in different workplace routines and comparison between formal education and everyday practice. The data collection was carried out in the academic year 2015–2016 among the ninth-semester pharmacy students from four Medical Universities in Poland. Information about internships performed in community and hospital pharmacies were collected separately.ResultsThe paper presents the results of selected questions related specifically to the legitimacy of summer internships and learning about professional responsibilities. Altogether 447 questionnaires, evaluating summer internships in both community and hospital pharmacies were collected. For the majority of students the summer internship made them aware of the profession; however, the internship in some pharmacies did not always provide them with all aspects of pharmaceutical practice. 14–40% of students admitted that their mentors did not introduce the internship program at the beginning of the internship. Only 35–46% of students performed drug formulations on a daily basis. Less than 30% of respondents indicated that drug formulary process in community pharmacies was the same as they have learned at university. Almost every day or very often students were involved in checking or spreading out the drugs delivered to the pharmacy from the wholesale institution. Only two universities conducted regular audits of the internship process by the supervisors (academic teachers).ConclusionsThe summer internship of pharmacy students complements the opportunity to acquire practical skills in the training of future pharmacists. The quality of this didactic process should be subjected to constant verification. What is important is that pharmacists who are tutors of students participating in summer internships should obtain an academic support in the area of education and training, relevant to the professional preparation for the didactic process. Similar rules for summer internships should be developed, despite maintaining distinctiveness, across faculties. The students’ responses indicate varying levels of mentor involvement in the implementation of practical vocational training. What is worrying is the lack of substantive and practical supervision during the internship.

Changes in insomnia symptoms among compulsory education students in China after the “Double Reduction” policy: a two-wave longitudinal study

Abstract Objective In July 2021, the “Double Reduction” policy was introduced in China, aiming to alleviate the burden of excessive homework and off-campus tutoring for students in the compulsory education stage. The purpose of this study is to explore the changes in students’ insomnia symptoms and related factors after the policy implementation. Meanwhile, sex differences were further examined. Methods The baseline survey (T1) began in April 2021 (pre-policy), with a follow-up (T2) conducted in December 2021 (post-policy). A total of 28,398 students completed both T1 and T2 surveys and were included in this study. Insomnia symptoms were measured at both T1 and T2 using three questions from the Youth Self-Report Insomnia Scale. Demographics and anxiety and depressive symptoms were collected at T1, and policy-related indicators were assessed at T2. Results The prevalence of insomnia symptoms showed a slight decrease after the “Double Reduction” policy (9.9% vs. 9.2%). After controlling for demographics and anxiety and depressive symptoms, reduced homework (OR: 0.75 [0.65–0.86]), more family time (OR: 0.50 [0.44–0.57]), and reduced academic pressure (OR: 0.77 [0.71–0.83]) post-policy were related to a lower risk of new-onset insomnia symptoms. Additionally, more family time (OR: 0.59 [0.49–0.72]) and reduced academic pressure (OR:0.70 [0.56–0.86]) were factors against persistent insomnia symptoms. There were no significant sex differences in the associations between policy-related indicators and insomnia symptoms. Conclusions The “Double Reduction” policy has somewhat improved the students’ insomnia symptoms. Extending family time, and alleviating homework and academic burden are considered measures for maintaining sleep health in students.

Peer Teaching for Santri: Case Study at Hasbullah Sa’id, Mamba’ul Ma’arif Denanyar Jombang

This study describes the santri teaching program for Arabic language learning, how the santri teaching learning process, program evaluation, and the supporting and inhibiting factors of the program. This type of research is a descriptive qualitative research type of case study. The subjects of this research are students of the Hasbullah Sa'id dormitory totaling 72 students consisting of students in grades XI, XI, and XII. Data collection techniques used observation of the santri teaching program process, interviews with tutors, audiences, and dormitory coaches. In addition, the documentation of materials and class division. Data analysis used the Miles and Huberman model. The results of this research are (1) The santri teaching learning process is carried out once a month on Sunday nights from 19.30 - 21.00 in the Bisri Syansuri building. XII grade students are selected alternately to serve as tutors, and the others become the audience, (2) The evaluation should be done once every 2 months, and (3) The supporting factors of this program are the enthusiasm of the students in deepening the linguistic sciences, discipline, high motivation, a relaxed and conducive classroom atmosphere so that students are comfortable in participating in the santri teaching program, and adequate facilities that have been prepared. The inhibiting factor of this program is the lack of readiness of student tutors when teaching.

Evaluating Instructor Feedback Practices in a Clinical Learning Environment in a Developing World Setting; a Qualitative Study.

Feedback is an essential component in medical education. Delivering timely and relevant feedback to individual students enhances workplace-based learning. There is increasing evidence that current feedback practices are not fit for purpose. However, there's paucity of data on studies evaluating how feedback is given by tutors to students in developing countries. The study sought to evaluate the feedback practices of tutors of clinical medicine students in the facilitation of workplace learning. It was a qualitative study design. The study was conducted at Kampala International University in Tanzania, KIUT. The study participants were clinical medicine (14) tutors and (22) third year technician certificate in clinical medicine students. Data was collected through In-depth Interviews. The transcribed data was analyzed by inductive thematic analysis. This study revealed five key themes: Feedback Delivery and Approach, Feedback Timing, Feedback Content, student Engagement and Participation, Challenges in giving feedback. Most tutors provided constructive, timely, and engaging feedback. The challenges dominantly were; Students not being receptive to feedback, Individual differences. Diverse learning styles, student resistance to act on feedback. Notably, most of the students were dissatisfied with the feedback provided citing its absence, delay, inconsistency, discouraging comments, and harsh language used by certain teachers. Generally, the clinical tutors provided feedback that was constructive and student engaging but lacked the crucial aspect of observed performance and student reflection; hence an incomplete feedback process. Moreover, a majority of students expressed dissatisfaction with it. To improve impact of feedback on student learning and growth in clinical settings, institutions should implement Faculty Development Programmes that will provide training and support to tutors on effective feedback practices.

Exploration of Building an Interdisciplinary Graduate Supervisor Team

With the deepening of the structural reform of the supply side of education, the quality and efficiency of higher education have become the focus of social attention. It has become imperative for higher education to adapt to social needs and to cultivate graduate students with innovative ability and interdisciplinary background. In the context of reform, the traditional model of discipline-specific tutors has disciplinary limitations and cannot meet the cultivation needs of interdisciplinary graduate students, so the construction of interdisciplinary graduate student tutor teams has become an important initiative to improve the quality of graduate student cultivation and innovation ability. In this paper, we will explore the disadvantages of the single system of postgraduate tutors in the context of the structural reform of the supply side of education, and explore the necessity of the construction of interdisciplinary postgraduate tutor teams and better strategies and methods to cultivate high-quality talents to meet the needs of the new era of a strong education country.

Proof of Concept of ChatGPT as a Virtual Tutor

ObjectiveThis study aimed to evaluate the feasibility and perceived value of an instructor-developed ChatGPT-based virtual tutor for third-year Doctor of Pharmacy students in a pharmacy management course. The objectives were to assess faculty time required to develop the tool and analyze student engagement and perception of its educational value. MethodsThe virtual tutor was developed by the instructor and consisted of custom ChatGPT prompts deployed via the course’s learning management system. Development metrics were documented, including time invested and iterations needed for prompt refinement. A after-use questionnaire evaluated student uptake and experience, which included frequency of use, perceived value for learning and exam preparation, and overall satisfaction. ResultsThe development of the virtual tutor required a total of 119 min, demonstrating a feasible time investment. Ninety-two of 130 students completed the questionnaire for a 70% response rate. Sixty-one students (66%) engaged with the tutor, with varying degrees of use. Most students (82%) reported increased confidence for exams, and 99% acknowledged enhanced understanding of the course material through the tutor. ConclusionThe virtual tutor proved to be a feasible educational tool, with considerable student uptake and satisfaction. It offered a time-efficient alternative for educational support, potentially reducing the need for traditional face-to-face tutoring. The study highlights the effectiveness and practicality of ChatGPT as a virtual tutor in pharmacy education, but further research should explore its application across different content areas as well as potential unintended consequences.

HABILIDADES DE COMUNICAÇÃO E METODOLOGIAS ATIVAS: PERSPECTIVAS DE ENSINO DA MEDICINA DE FAMÍLIA E COMUNIDADE

Structured as an attempt to integrate physical and mental health together with the impact of social issues on the health-disease process, Family and Community Medicine rises in a resistance to medical fragmentation in the origins of its traditionalist teaching process until the specialized training of the medical professional. Thus, from a perspective contrary to the biomedical model of teaching, family and community physicians gradually occupy spaces for teaching, tutoring and preceptorship of students, from medical graduation to training in residency programs. However, associated with the need to expand the specialty in specialized training scenarios, the decay of traditional teaching methodologies arises in times of technological, global and informational changes, in which the current student, if not stimulated to an immersive participation in the learning process, is responsible for stimulating attention and prioritizing the focus on stimuli from electronic devices and involvement in social networks. From this perspective, an analysis of the literature is sought linked to the problematization of the demand for changes in passive and archaic teaching methods, with the growth of new education models based on realistic simulation, with emphasis on the new method of role-playing game.

Unmasking teachers’ proficiency in harnessing Artificial Intelligence (AI) for transformative education

This paper examines the awareness of artificial intelligence (AI) among school teachers in Nepal. We interviewed twenty teachers from ten urban schools in Nepal over four weeks using a semi-structured interview tool. The analysis of interview data reveals the teachers’ mixed perception of AI, including their understanding of innovative technologies in education, the potential challenges for new-generation teachers, and the opportunities for pedagogical transformations. The findings suggest that although the teachers have limited awareness of how AI can be used in teaching and learning, they possess some level of understanding that has opened up new opportunities for exploring innovative ways of teaching and learning. Notably, participants discussed tools, such as Education Management Information System (EMIS) for record keeping and automated grading and AI-driven chatbots for student tutoring. However, teachers also expressed concerns about the possibility of AI replacing human teachers. These insights provide valuable implications for policymakers and educators regarding the integration of AI into classroom instructions to promote innovative and equitable learning opportunities.

Designing Semantic Tutoring Maps for Enhancing Peer Learning through Lesson Preparation

Advancements in Natural Language Processing technology present significant opportunities to enhance student learning through peer tutoring. While there is substantial research on the effectiveness of peer tutoring in learning science, few studies focus on the lesson preparation stage of peer tutoring. This study utilizes Semantic Web technologies to organize tutoring maps, aiming to develop an innovative learning artifact to address this research gap. Adopting a design-based research methodology, this study first provides a literature review regarding the application of semantic technology in education and peer tutoring preparation. Subsequently, a tutoring map application based on a semantic database is developed, encompassing the organization and storage of tutoring lesson plans using Resource Description Framework (RDF) technology, and the querying and feedback on lesson plan quality based on SPARQL Protocol and RDF Query Language (SPARQL) technology. This paper describes the theoretical basis and design rationale by which student tutors’ learning is improved through structured tutoring preparation. This includes enhancing cognitive and meta-cognitive abilities in designing learning activities, raising questions, anticipating answers, and providing guidance responses to incorrect answers. The paper concludes with recommendations for educational researchers and practitioners. Future research will focus on empirical studies of peer tutoring in scientific fields to verify the validity and adaptability of the design, further facilitating peer learning by tutoring and collective knowledge building.

The Indigenous Tutorial Assistance Scheme from a tutor’s point of view: groundwork for a critical pedagogy

AbstractThe Indigenous Tutorial Assistance Scheme (ITAS) provides one-on-one tutoring for Indigenous students at Australian universities. Qualitative and quantitative research has consistently identified ITAS as a vital means of supporting Indigenous participation in tertiary education, while also lamenting a lack of clear guidelines for conducting the tutoring relationship. Clear guidelines are important for students to know what to expect from tutors and for tutors to understand their purpose. There has been little, if any, research conducted from the perspective of a tutor reflecting on the pedagogies employed as part of their involvement in ITAS. This article fills that gap by laying the groundwork for a critical pedagogy of ITAS tutoring. Drawing on the anti-hierarchical concepts of Jacques Rancière and an autoethnographic methodology, I suggest that tutors should adopt an abolitionist approach that empowers students and discourages dependency. I show how this method can be put into practice through a strategy I call Returning the Question. The aim of this article is to stimulate reflection among ITAS tutors on their pedagogical practice with the hope of improving the quality and efficacy of ITAS as a support service for Indigenous students at university.

Enriching Social Cognitive and Behavioral intention by Mobilizing Robotics Tutor-based GenAI in Education 6.0

The study aims to investigate the impact of incorporating robotics-based GenAI into pedagogical approaches, in order to enrich social cognitive development in the higher education context. By examining the impact of robotics-based Generative Artificial Intelligence (GenAI) on social cognition and learning outcomes, this study investigates the application of GenAI in Indonesian higher education, specifically in sociology programs. In poor countries like Indonesia, where pedagogical and infrastructural constraints prevent its widespread adoption, the report highlights the gap in the application of GenAI in the education system. Over the course of four weeks, 27 sociology students used ChatGPT as a robot tutor for undergraduate students to access information, and the study used a mixed-methods approach to collect data through observation and structured questionnaires. Despite the students' perception of GenAI as a valuable tool for enhancing engagement, problem-solving, and comprehension of intricate sociology topics, the findings revealed no correlation between the use of ChatGPT and students' social cognition. Furthermore, it appears that classroom dynamics and teacher engagement are more important factors influencing undergraduates’ social cognitive development. Future recommendations to fully incorporate GenAI into education and investigate its long-term benefits include strengthening infrastructure, addressing ethical issues, and improving teacher training.

Factores asociados al rendimiento académico en educación primaria durante la enseñanza remota de emergencia

The purpose of this study was to determine the factors associated with academic achievement in primary education during emergency remote teaching. For this purpose, a quantitative approach was used, with a non-experimental and cross-sectional design. The participants were 103 tutors of elementary school students in the south of the State of Sonora, Mexico. The type of sampling used was non-probabilistic. An instrument was used to measure the family-school relationship during confinement, as well as other variables such as sex, type of financing of the educational center and the final average of the previous cycle. The main findings allow establishing moderate positive correlations between the communication and participation dimensions and academic performance, as well as a high positive correlation between the technological scenario and academic performance. Likewise, significant differences were found between the academic performance of private school students and those enrolled in public schools.

Validating an integrated reading-into-writing scale with trained university students

Integrated tasks are often used in higher education (HE) for diagnostic purposes, with increasing popularity in lingua franca contexts, such as German HE, where English-medium courses are gaining ground. In this context, we report the validation of a new rating scale for assessing reading-into-writing tasks. To examine scoring validity, we employed Weir’s (2005) socio-cognitive framework in an explanatory mixed-methods design. We collected 679 integrated performances in four summary and opinion tasks, which were rated by six trained student raters. They are to become writing tutors for first-year students. We utilized a many-facet Rasch model to investigate rater severity, reliability, consistency, and scale functioning. Using thematic analysis, we analyzed think-aloud protocols, retrospective and focus group interviews with the raters. Findings showed that the rating scale overall functions as intended and is perceived by the raters as valid operationalization of the integrated construct. FACETS analyses revealed reasonable reliabilities, yet exposed local issues with certain criteria and band levels. This is corroborated by the challenges reported by the raters, which they mainly attributed to the complexities inherent in such an assessment. Applying Weir’s (2005) framework in a mixed-methods approach facilitated the interpretation of the quantitative findings and yielded insights into potential validity threads.

Comparing emotions in ChatGPT answers and human answers to the coding questions on Stack Overflow.

Recent advances in generative Artificial Intelligence (AI) and Natural Language Processing (NLP) have led to the development of Large Language Models (LLMs) and AI-powered chatbots like ChatGPT, which have numerous practical applications. Notably, these models assist programmers with coding queries, debugging, solution suggestions, and providing guidance on software development tasks. Despite known issues with the accuracy of ChatGPT's responses, its comprehensive and articulate language continues to attract frequent use. This indicates potential for ChatGPT to support educators and serve as a virtual tutor for students. To explore this potential, we conducted a comprehensive analysis comparing the emotional content in responses from ChatGPT and human answers to 2000 questions sourced from Stack Overflow (SO). The emotional aspects of the answers were examined to understand how the emotional tone of AI responses compares to that of human responses. Our analysis revealed that ChatGPT's answers are generally more positive compared to human responses. In contrast, human answers often exhibit emotions such as anger and disgust. Significant differences were observed in emotional expressions between ChatGPT and human responses, particularly in the emotions of anger, disgust, and joy. Human responses displayed a broader emotional spectrum compared to ChatGPT, suggesting greater emotional variability among humans. The findings highlight a distinct emotional divergence between ChatGPT and human responses, with ChatGPT exhibiting a more uniformly positive tone and humans displaying a wider range of emotions. This variance underscores the need for further research into the role of emotional content in AI and human interactions, particularly in educational contexts where emotional nuances can impact learning and communication.

PELATIHAN METODE TEMATIK DIGITAL QUR`Ä€N BAGI TUTOR PAI UPI UNTUK MENANGKAL INTOLERANSI BERAGAMA PADA MAHASISWA

Various studies have found that around 50% of Indonesian students and university students are intolerant. Other research results show that students are more intolerant of fellow Muslims from different schools of thought. The roots of intolerance are twofold. First, they misunderstand the meaning of believer and disbeliever in the Qur’ān. Second, they misunderstood the basics of other religions and schools of thought. The training aims to provide digital thematic methods of the Qur’ān to build substantive religiosity and religious tolerance for PAI tutors. The training method uses lectures, questions and answers, discussions, demonstrations, implementation exercises, and small group guidance via zoom. The training participants were 50 prospective PAI tutor students. The training was successful because most of the participants: First, they were able to implement the Thematic digital Qur`ān method; second, looking at the meaning of believing-unbeliever refers to good and evil characters, not referring to religious identity; and third, to better understand the implications of religion directly from the Qur’ān in a substantive and tolerant manner.

“There is Demand, There is a Market”: Implementation of the Prohibitive Chinese Double Reduction Shadow Education Policy—From the Tutors’ Perspective

Amidst the growing prominence of shadow education (known as supplementary tutoring) in China and the implementation of the Double Reduction Policy (prohibiting academic tutoring for compulsory schooling stage students), this study presents a comprehensive assessment of tutor responses to the implementation of the Double Reduction Policy and investigates the dynamic landscape of the shadow education sector, considering historical and contemporary developments. Employing a qualitative research approach, semi-structured interviews were conducted with a sample of seven tutors, consisting of both institutional and private tutors. Thematic analysis was applied to the interview data to identify and interpret key themes. The findings show that while the Double Reduction Policy exhibits efficacy in certain aspects, the emergence of alternative approaches poses potential challenges to its overall effectiveness. Notably, this research offers a novel perspective by incorporating the viewpoints of tutors, shedding light on the potential trajectories of Chinese shadow education within the context of the Double Reduction Policy. Furthermore, this study contributes valuable insights to the scholarly discourse and serves as a pivotal reference for policymakers and stakeholders involved in the governance of the shadow education industry.

Examining China's “Double Reduction” Policy: Promises and Challenges for Balanced and Quality Development in Compulsory Education

Purpose This study provides an overview of the “double reduction” policy promulgated in 2021, through which the Chinese government attempts to relieve the burden of excessive school homework and off-campus tutoring for students in compulsory education. Design/Approach/Methods This study draws on policy documents and relevant literature to interpret policy origins, core values, and major measures. The positive effects and challenges faced in implementing policies for the balanced and high-quality development of compulsory education were analyzed. Findings Students’ academic burden is deeply rooted in Chinese historical and sociocultural contexts. The “double reduction” policy shows the Chinese government's strong aspiration to promote holistic education for students and pursue the universal provision of balanced, high-quality school education. Despite some positive effects at the implementation level, challenges remain unaddressed. To achieve a policy vision, it calls for a deep reflection on the high-stakes examination system and collective efforts from stakeholders within or outside the education system. Originality/value This study helps elucidate the “double reduction” policy and compulsory education development in China.

Knowledge creation through maker practices and the role of teacher and peer support in collaborative invention projects

This study analyzed collaborative invention projects by teams of lower-secondary (13–14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams’ knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention.