The Use of Near-Peer Tutors to Improve Level of Learning & Confidence in Areas of Human Physiology

Autor/inn/en	Iqbal, Fatima; Gaffar, Fatema; Singh, Harprit
Titel	The Use of Near-Peer Tutors to Improve Level of Learning & Confidence in Areas of Human Physiology
Quelle	In: Journal of Biological Education, 56 (2022) 1, S.85-94 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Singh, Harprit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2020.1756898
Schlagwörter	Peer Teaching; Physiology; Science Instruction; Higher Education; Biomedicine; Student Attitudes; Self Esteem; Active Learning; Employment Potential; Knowledge Level; Foreign Countries; Workshops; Graduate Students; Undergraduate Students; Course Content; Teaching Methods; Internship Programs; Professionalism; Communication Skills; Time Management; Health Occupations; United Kingdom (Leicester) + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Physiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Biomedizin; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Aktives Lernen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Wissensbasis; Ausland; Lernwerkstatt; Schulung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Berufspraktische Ausbildung; Professionalität; Kommunikationsstil; Zeitmanagement; Gesundheitsberuf
Abstract	This study investigates the impact near-peer tutors (NPTs) have on the learning experience of students enrolled on the biomedical and medical science programmes at De Montfort University, UK. Using a questionnaire, tutees were able to comment on their confidence level on certain academic taught topics in human physiology before and after attending near-peer tutored sessions. Statistical analysis showed a significant increase in the level of confidence observed by the tutees after attending the sessions (before vs after, p < 0.05). Tutees enjoyed the level of interaction and active learning with huge praise towards the NPTs. Qualitative data were also captured on the experience and skills gained by NTPs. The near-peer tutors highlighted the importance of these sessions in enhancing their knowledge and gaining valuable employability skills for the workplace. In conclusion, supporting lecturers with additional student-led sessions improved confidence levels and understanding of topics in human physiology among tutees. Having similar NPTs sessions across programmes can prove to be beneficial to student engagement & learning in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01