A peer-led supplemental tutorial project for medical physiology: implementation in a large class

2009 ◽  
Vol 33 (2) ◽  
pp. 111-114 ◽  
Author(s):  
Jonathan D. Kibble
Keyword(s):  
Large Class ◽  
Faculty Members ◽  
Peer Tutors ◽  
High Expectations ◽  
Approval Ratings ◽  
Class Time ◽  
Tutoring Program ◽  
Tutorial Program ◽  
Facilitation Skills ◽  
Student Problem

The purpose of this study was to evaluate the practicality of implementing a peer-teaching program in a large class (>350 students) of medical students and whether such a program is beneficial. Case-based problems were developed by faculty members to facilitate student problem solving and discussion. Voluntary student enrollment was available during the first week of a semester. Tutorials took place during out of class time and were facilitated by peers from the previous class. Tutors were selected for their outstanding performance in physiology; they were provided with training in facilitation skills and were given a package of model answers. Sixty-eight students enrolled in this pilot program and were organized into groups of ∼8 students. On average, students attended four of six tutorials. Posttutorial quiz scores were significantly greater than paired pretest scores. Surveys showed that students had high expectations at the outset, which were matched with positive perceptions at the end of the tutorial program; the use of near-peer tutors was especially well received. Tutors also gave high approval ratings for their experiences. In conclusion, the peer tutoring program was logistically straightforward to implement in a large class and was endorsed by the participants.

Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

2021 ◽  
pp. 1-10
Author(s):  
Brianne H. Roos ◽  
Carey C. Borkoski
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Well Being ◽  
Review Article ◽  
Faculty Members ◽  
High Expectations ◽  
The People ◽  
History Of ◽  
The Individual ◽  
The University

Purpose The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work–life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning.

scholarly journals The impact of a peer-tutoring program to improve self-regulated learning

2022 ◽  
Vol 38 (1) ◽  
pp. 110-118
Author(s):  
Francisco Domingo Fernández-Martín ◽  
José Luis Arco-Tirado ◽  
Mirian Hervás-Torres
Keyword(s):  
Peer Tutoring ◽  
Intervention Program ◽  
Control Group ◽  
Peer Tutors ◽  
Self Regulated Learning ◽  
Tutoring Program ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Impact

The aim of this study was to check the impact of an intervention program based on peer-tutoring on self-regulated learning of freshmen, as well as on peer tutors. The sample consisted of 102 freshmen (51 experimental group y 51 control group) and 50 seniors from four different university degrees. Self-regulated learning was measured by the Motivated Strategies Learning Questionnaire. After assigning freshmen randomly to either the experimental or control condition, the study adopted a quasi-experimental research design with a non-equivalent control group controlled by statistical techniques, the intervention consisted of 20 individual tutoring sessions highly structured to freshmen delivered by seniors or tutors, after receiving three sessions of training on tutoring. The results yield statistically significant differences in self-regulated learning on participants. El objetivo de este estudio fue demostrar el impacto de un programa de intervención basado en la tutoría entre iguales para mejorar la autorregulación del aprendizaje del alumnado universitario de nuevo ingreso, identificando asimismo sus efectos en el alumnado tutor. La muestra estuvo compuesta por 102 estudiantes de nuevo ingreso (51 grupo experimental y 51 grupo control) y 50 estudiantes de último curso de cuatro titulaciones. La autorregulación del aprendizaje se evaluó a través del Cuestionario de Estrategias de Aprendizaje y Motivación. Después de asignar aleatoriamente al alumnado de nuevo ingreso a la condición experimental o control de un diseño cuasiexperimental con grupo control no equivalente mejorado con técnicas de control estadístico, la intervención consistió en 20 sesiones individuales de tutoría altamente estructuradas con el alumnado de nuevo ingreso, dirigidas por el alumnado de último curso o tutor, que fue previamente entrenado para ello en tres sesiones de formación. Los resultados arrojan diferencias estadísticamente significativas en autorregulación del aprendizaje para el alumnado participante.

The Use of a Peer-Tutoring Program to Promote Positive Integration Attitudes and Outcomes for Children in Special (Support) Units

1991 ◽  
Vol 8 (2) ◽  
pp. 8-16
Author(s):  
Yola Center ◽  
Robyn Beaman
Keyword(s):  
Small Group ◽  
Peer Tutoring ◽  
Economic Status ◽  
Control Group ◽  
Disabled Children ◽  
Peer Tutors ◽  
Disabled Students ◽  
Support Unit ◽  
Regular School ◽  
Tutoring Program

ABSTRACTA small group of Year 4 students, selected from a regular primary school to which a support unit for physically disabled children was attached, were trained to work as peer tutors with three of the unit children. Their attitudes towards disabled children in general and their interactions with specific disabled children were measured at three different times during the school year; prior to the peer-tutoring intervention, immediately on termination of the intervention and three months after the intervention had ceased. In addition, all non-disabled Year 4 children from the same regular school who had experienced different levels of academic, social and physical exposure to the unit children were assessed on the same attitudinal measures. Results were compared with a control group of Year 4 students from a neighbouring school of similar socio-economic status, with no support unit on site, to see whether general attitudes towards disability were affected by exposure to disabled students. This indicated that, while the measured attitudes of peer tutors did not appear to change over the three occasions, observations of interactions suggested both a trend for increased positie socialisation immediately after the intervention and a corresponding decrease three months after termination, which was not exhibited by other Year 4 students. There were no differences in general attitude measures among the four different Year 4 classes, suggesting that measured attitudes towards disability do not appear to change as a result of differential exposure to disabled students. However, as there was some evidence that changes in interactions by a small group of target students were not paralleled by corresponding changes in measured attitudes towards disability, it is suggested that both procedures should be used to gauge the effectiveness of integration programs.

Immediate Feedback, No Return Test Procedure for Introductory Courses

1987 ◽  
Vol 14 (4) ◽  
pp. 244-244 ◽  
Author(s):  
Herbert Friedman
Keyword(s):  
Large Class ◽  
Test Procedure ◽  
Answer Sheet ◽  
Introductory Courses ◽  
Immediate Feedback ◽  
Class Meeting ◽  
Test Items ◽  
Class Time ◽  
Class Period ◽  
Grading Scale

Returning graded answer sheets to a large class is time consuming and delays feedback. These problems are avoided if students mark both the question sheet and the answer sheet for a test that takes half of the class period. Only the answer sheet is collected and students retain the marked question sheets. In the remaining class time, the test items are discussed and the grading scale given. There is no need to return the graded answer sheets at a subsequent class meeting.

Perspectives on endovascular training in traditional 5+2 vascular surgery fellowship training programs

Vascular ◽  
2015 ◽  
Vol 24 (2) ◽  
pp. 134-143 ◽  
Author(s):  
Thomas N Carruthers ◽  
Kaveh Shahmohammadi ◽  
Alik Farber ◽  
Denis Rybin ◽  
Gheorghe Doros ◽  
...  
Keyword(s):  
Vascular Surgery ◽  
Training Programs ◽  
Program Directors ◽  
Fellowship Training ◽  
Faculty Members ◽  
Self Assessment ◽  
High Expectations ◽  
Fellowship Programs ◽  
Endovascular Skills ◽  
Faculty Group

This study aimed to compare expectations and experiences of fellows to those of faculty in vascular surgery fellowship programs with regard to endovascular training. Anonymous surveys were sent to fellows (n = 235) and program directors (n = 147), with 79 fellows and 65 faculty members responding. Fellows noted higher expectations of their endovascular skills prior to starting fellowship than the faculty group reported expecting. Faculty assessed fellows' pre-training endovascular skills at a significantly lower level than the fellows' self-assessment. Fellows were significantly less satisfied with the structured aspects of endovascular training than the faculty believed them to be. Only 3% of fellows vs. 32% of faculty felt that the presence of an endovascular simulator affected how residents ranked fellowship programs during the match. In conclusion, incoming fellows in vascular surgery fellowship programs have high expectations of themselves, but may overestimate their actual pre-training endovascular skills. Fellows desire more structured endovascular training, which is not recognized by faculty. Endovascular simulators are valued, but may not be a significant draw in the match process.

scholarly journals Research-Based Implementation of Peer Instruction: A Literature Review

2015 ◽  
Vol 14 (1) ◽  
pp. es3 ◽  
Author(s):  
Trisha Vickrey ◽  
Kaitlyn Rosploch ◽  
Reihaneh Rahmanian ◽  
Matthew Pilarz ◽  
Marilyne Stains
Keyword(s):  
Biology Education ◽  
Faculty Members ◽  
Peer Instruction ◽  
Evidence Based ◽  
Response Cards ◽  
Class Time ◽  
Effective Implementation ◽  
And Mathematics ◽  
Undergraduate Science ◽  
Enhance Student Learning

Current instructional reforms in undergraduate science, technology, engineering, and mathematics (STEM) courses have focused on enhancing adoption of evidence-based instructional practices among STEM faculty members. These practices have been empirically demonstrated to enhance student learning and attitudes. However, research indicates that instructors often adapt rather than adopt practices, unknowingly compromising their effectiveness. Thus, there is a need to raise awareness of the research-based implementation of these practices, develop fidelity of implementation protocols to understand adaptations being made, and ultimately characterize the true impact of reform efforts based on these practices. Peer instruction (PI) is an example of an evidence-based instructional practice that consists of asking students conceptual questions during class time and collecting their answers via clickers or response cards. Extensive research has been conducted by physics and biology education researchers to evaluate the effectiveness of this practice and to better understand the intricacies of its implementation. PI has also been investigated in other disciplines, such as chemistry and computer science. This article reviews and summarizes these various bodies of research and provides instructors and researchers with a research-based model for the effective implementation of PI. Limitations of current studies and recommendations for future empirical inquiries are also provided.

scholarly journals Can We Use Peer-Assisted Learning to Teach Basic Surgical Skills?

2020 ◽  
Vol 27 (5) ◽  
pp. 101-107
Author(s):  
Mang Ning Ong ◽  
Kar Min Lew ◽  
Yih Jeng Cheong ◽  
Evelyn Wan Xuan Ting ◽  
Bakri Bohari ◽  
...  
Keyword(s):  
Controlled Trial ◽  
Skills Training ◽  
Surgical Skills ◽  
Faculty Members ◽  
Peer Tutors ◽  
Peer Assisted Learning ◽  
Surgical Skills Training ◽  
Survey Results ◽  
To Receive ◽  
Suturing Skills

Background: It is reported that medical students do not receive adequate opportunities to learn surgical skill and are at risk of being unable to perform simple surgical procedures safely. The usefulness of peer-assisted learning (PAL) as a tool to assist in delivering surgical skills training is worth exploring. Methods: This is a randomised single blinded controlled trial. Fourth-year students from the university’s Surgical Society were asked to volunteer as peer tutors and those in 3rd-year were asked to undertake surgical skills training. A cohort of 35 students were selected and randomised to receive basic surgical skills training conducted either by faculty members or peers. The students’ performance of basic suturing skills was assessed using a checklist, through directly observed procedural skills (DOPS) technique. The assessment was conducted by faculty blinded to the training. Students’ perception to surgical skills training was assessed using a questionnaire survey. Results: The suturing and knotting skills of students learned from their peers was comparable to that acquired from faculty. The students’ perceived that their peers could conduct surgical skills training similar to their faculty. Conclusion: PAL approach for basic surgical skills training is as effective as faculty-led training. PAL has the potential to optimise the delivery of surgical skills training in undergraduate medical education.

Understanding US PETE Faculty Stress in the Sociopolitical Environment of Higher Education

2021 ◽  
pp. 1356336X2110537
Author(s):  
K. Andrew R. Richards ◽  
Shelby E. Ison ◽  
Kim C. Graber ◽  
Amelia Mays Woods ◽  
Chloe Walsh ◽  
...  
Keyword(s):  
Physical Education ◽  
Faculty Development ◽  
Faculty Members ◽  
Occupational Socialization ◽  
Structured Interviews ◽  
High Expectations ◽  
Role Stressors ◽  
Socialization Theory ◽  
Physical Education Teacher Education ◽  
Faculty Stress

Teacher socialization theories have been extensively applied to understand the sociopolitical stressors faced by inservice physical education teachers. On the other hand, little is known as it relates to how physical education teacher education (PETE) faculty members experience and navigate stress in their jobs. Through the lens of occupational socialization theory, this study sought to understand US PETE faculty members’ experiences navigating the stress of their work in sociopolitical department and university environments. Participants included 36 US PETE faculty members (20 female, 16 male). Data were collected using in-depth, semi-structured interviews. Results highlighted the ways in which participants experienced and navigated the stress associated with their work environments. Specific themes included: (a) ambiguous, conflicting, and high expectations for performance contribute to role stress, (b) department cultures can challenge and marginalize physical education, (c) (development of) personal approaches and coping strategies to manage role stressors, and (d) networks of support are integral to faculty development and socialization. Results are discussed with implications for how various roles and the internalization of those roles impacted participants’ perceived stress while addressing the intra- and interpersonal strategies participants employ to navigate these stressors. Recommendations related to both doctoral education and continuous faculty development are provided and future directions for research are forwarded.

scholarly journals Measuring Engineering Faculty Views about Benefits and Costs of Using Student-Centered Strategies

2017 ◽  
Vol 7 (2) ◽  
pp. 65 ◽  
Author(s):  
Eugene Judson ◽  
Lydia Ross ◽  
James Middleton ◽  
Stephen Krause
Keyword(s):  
Faculty Members ◽  
Formative Feedback ◽  
Student Centered ◽  
Engineering Faculty ◽  
Classroom Strategies ◽  
Class Time ◽  
Real World Applications ◽  
Cost Of Time ◽  
Benefits And Costs ◽  
Formal Class

Dispositions of 286 engineering faculty members were assessed to determine views about three student-centered classroom strategies and how frequently faculty used those strategies. The student-centered classroom strategies examined were: using formative feedback to adjust instruction, integrating real-world applications, and promoting student-to-student discussions during formal class time. The Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS), based on expectancy theory, was designed, tested, and validated for this purpose. Results indicate using strategies, such as formative feedback, are significantly tied to perceived benefits and expectation of success. Using student-centered strategies is inversely related to the perceived cost of implementation – with more frequent users perceiving lower cost of time and materials.

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