ArticleKorean journal of medical education2026
Enacted practices and developmental experiences of senior medical student tutors in a structured peer tutoring program.
Article in Korean journal of medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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3 authors.
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Abstract
purposeThis study examined tutors' practices, challenges, and developmental experiences within a structured senior-junior tutoring program implemented at a Korean medical school.
methodsFourteen tutors participated across two one-semester cycles-seven tutors in 2022 and seven in 2023. Each cycle included standardized tutor orientation, weekly one-on-one tutoring sessions, and faculty oversight. Data sources consisted of 24 tutor activity reports and semi-structured tutor interviews, and a survey of tutees was additionally conducted to contextualize the tutoring environment. Qualitative data were analyzed thematically.
resultsTutors engaged in five major domains of tutoring practice: diagnostic assessment of learning routines, structured academic coaching, lifestyle and behavioral stabilization, management of communication and relational challenges, and iterative adjustment of goals and strategies. They reported that peer tutoring required substantial emotional and relational work, often addressing broader behavioral patterns rather than isolated content gaps. Consistent with tutors' accounts, tutees' survey responses indicated improvements in learning motivation, study strategies, time management, and satisfaction with communication.
conclusionStructured peer tutoring extended beyond academic assistance to encompass academic, behavioral, and emotional guidance. Participation also contributed to tutors' metacognitive awareness, communication skills, and emerging professional identity. These findings offer implications for developing sustainable peer-led support programs in medical education.
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