ArticleMedical education online2020
Qualitative analysis of cognitive and social congruence in peer-assisted learning - The perspectives of medical students, student tutors and lecturers.
Article in Medical education online, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers, 1 of them a synthesis that pooled it.
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Who cites it
20 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Designing near-peer mentoring for work integrated learning outcomes: a systematic review.BMC medical education · 2024Pooled it
- From image to clinical judgment: a randomized near-peer teaching trial on systematic chest radiograph interpretation.BMC medical education · 2026Trial
- Perceived changes in innovation and entrepreneurship competency among medical students following peer-assisted learning: an exploratory study of implementation fidelity.BMC medical education · 2026Article
- Peer facilitators in interprofessional education: a promising response to facilitation challenges.BMC medical education · 2026Article
- Thinking About the Why: A Qualitative Study on Students' Perspectives of Paediatric Team-Based Learning Discussions.The clinical teacher · 2025Article
- Learning to teach by teaching your peers: exploring students' needs for training in the undergraduate medical education curriculum.BMC medical education · 2025Article
- The Impact of Same-Level or Near Peer Assisted Learning Program (NPAP) on Academic Performance of Students in CMH Lahore, Pakistan.Pakistan journal of medical sciences · 2025Article
- Peer-led learning: a novel approach to promote rural healthcare interest among medical students.Frontiers in medicine · 2025Article
- Unpacking the perceptions and experiences of student facilitators in interprofessional education: a qualitative study.Medical education online · 2024Article
- "Between formulas and freestyle" - a qualitative analysis of peer tutor preparation and its impact on peer relations.BMC medical education · 2024Article
- Addressing medical student burnout through informal peer-assisted learning: a correlational analysis.BMC medical education · 2024Article
- Coachability: A Longitudinal Curriculum to Promote Medical Students' Growth Mindset, Feedback Utilization, and Resilience.MedEdPORTAL : the journal of teaching and learning resources · 2024Article
- Medical School Interview Preference in the Post-COVID-19 Era: A Single Institution Experience.Cureus · 2023Article
- Tutors´ and Students' Agreement on Social and Cognitive Congruence in a Sonography Peer-assisted-learning Scenario.Medical science educator · 2023Article
- 'Student tutors go online' - Investigation of cognitive and social congruence in online student tutorials - a longitudinal study.Medical education online · 2022Article
- Online student tutorials for effective peer teaching in digital times: a longitudinal quantitative study.BMC medical education · 2022Article
- Near-Peer Teaching in Human Anatomy from a Tutors' Perspective: An Eighteen-Year-Old Experience at the University of Bologna.International journal of environmental research and public health · 2021Article
- Qualitative analysis of cognitive and social congruence in peer-assisted learning from the medical students perspective.Medical education online · 2020Article
- Article
- Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study.Journal of medical education and curricular developmentArticle
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe teaching of students by peers, so-called peer-assisted learning, is effective based on cognitive and social congruence among students and student tutors. This study aims to investigate cognitive and social congruence by analysing the perspectives of students, student tutors and lecturers in order to receive a better understanding of these concepts and to improve the teaching in tutorials as well as the relationship among students and student tutors.
methodsCognitive and social congruence were assessed by conducting semi-structured interviews. An interview guide about teaching and relationship in tutorials was based on previous findings of Schmidt & Moust (1995) and Lockspeiser et al. (2008). The interviews were analysed inductively by using qualitative content analysis.
resultsTwenty-nine participants were interviewed. The following categories were found for cognitive congruence: knowledge base, high expertise by student tutors, same language and effective knowledge transfer. Social congruence was represented by relaxed learning atmosphere, sharing social roles, empathic and supportive behaviour of student tutors, sharing experiences, understanding difficulties and enjoying tutorial.
conclusionCognitive and social congruence may be displayed on the practical behavioural level. Trust in student tutor could be found in both concepts on different levels. The qualitative results provide a deeper insight by indicating that the student tutors may play a 'mediator' role for the relationship between students and lectures.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.