The use of near-peer tutors to improve level of learning & confidence in areas of human physiology

Date

2020-04-25

Advisors

Journal Title

Journal ISSN

ISSN

0021-9266

Volume Title

Publisher

Taylor & Francis

Type

Article

Peer reviewed

Yes

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

Description

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.

Keywords

Near-Peer tutors, Learning human physiology

Citation

Iqbal, F., Gaffar, F. and Singh, H. (2020) The use of near-peer tutors to improve level of learning & confidence in areas of human physiology. Journal of Biological Education,

Rights

Research Institute

Institute for Allied Health Sciences Research