ArticleBMC medical education2024
"Between formulas and freestyle" - a qualitative analysis of peer tutor preparation and its impact on peer relations.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPeer tutorials are widely used in medical and health professions education. Some evidence suggests that peer tutorials can have positive effects for student peer tutors and tutees alike. To promote these positive effects, peer tutors are often prepared for their tasks. However, detailed information about this preparation is missing in the literature. The present study thus examines from the tutors' perspective how peer tutor preparation is conducted, both in interprofessional and uniprofessional contexts, and how this preparation affects peer relations.
methodsA qualitative design was used for the study. For data gathering, three online focus group discussions were conducted with student peer tutors from uniprofessional and interprofessional settings who had a background in health professions. Data were analysed inductively via thematic analysis.
resultsA total of 19 individuals participated in three focus group discussions (n = 6/n = 6/n = 7). From the participants' perspective, preparation measures were heterogenous. Of a wide range of different measures, some were perceived as more helpful, others as less helpful. In analysing the data, three relevant themes came up which were dereived from the peer tutors' perspective: roles, eye level, and (self-)trust. All three themes were found to be closely related and appeared to have a direct influence on peer relations. This influence on the learning/teaching process was either positive or negative depending on the respondents' experiences.
conclusionFrom the peer tutors' perspective, the preparation they received affected their relationships with their peers in a variety of ways, influenced by the context and the peer tutors' needs. This finding should be taken into account when planning and implementing future preparatory activities. In addition, further pedagogical considerations and discussions about preparatory activities for peer tutors and their potential impact on social and cognitive congruence are needed.
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