Evaluation of a peer tutoring scheme to empower students in their transitions through the student journey

Hislop, J.; Lane, J.

Abstract

Background: Peer tutoring has potential to empower students to successfully navigate transitions across different stages of their student journey. A peer tutoring scheme was therefore introduced in which senior physiotherapy students supported first year student from the BSc (Hons) and MSc (pre-registration) Physiotherapy programmes, to develop practical skills during taught classes and self-study sessions. The aim was to improve the quality of the students’ learning experience and enhance their self-efficacy for independent study. Additionally, the scheme intended to offer opportunities for senior students to develop transferable skills and graduate attributes to support their transition into employment.
Purpose: The purpose of this study was to evaluate students’ experiences of a peer tutoring scheme both as tutors and as learners.
Methods: Two focus group interviews (n = 17, 6 males, 11 females) were conducted with year 1 students who had received support and guidance from senior students. A focus group was also conducted with five senior students who acted as peer tutors (2 males, 3 females). Audio data from the focus groups were transcribed verbatim and analysed using a thematic approach.
Results: Five major themes were identified. These themes were:
(1) Developing communities of learners: all students identified the value of shared learning for developing self-efficacy and creating a ‘safe’ space for learning;
(2) Validation of learning: senior students were able to provide reassurance about the challenges of learning in relation to developing profession specific skills;
(3) Personal development: student tutors recognised the benefits for them in terms of their professional development and reported feeling valued and respected;
(4) Approaches to learning: having been through the learning themselves student tutors were able to empathise and provide practical strategies for learning;
(5) Need for structure: the need for self-study sessions to be structured was raised by all participants.
Conclusion(s): The results suggest that the peer-tutoring scheme was well received by students both as peer tutors and learners. Benefits included: developing confidence and self-efficacy to support independent learning; consolidating practical skills and theoretical knowledge as well as contextualising university based skills and knowledge.
Implications: A peer tutoring system offers a non threading supportive learning environment and helps to develop a community of learners across and within programmes. A peer tutoring system can enhance student learning experiences and assist students in developing graduate attributes.

• Journal Article Type: Article
• Conference Name: World Confederation for Physical Therapy Congress 2015
• Acceptance Date: May 1, 2015
• Publication Date: 2015-05
• Deposit Date: Dec 10, 2018
• Journal: Physiotherapy
• Print ISSN: 0031-9406
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 101
• Issue: S1
• Pages: e573-e574
• DOI: https://doi.org/10.1016/j.physio.2015.03.3394
• Keywords: Peer learning; Community of learners; Transition
• Public URL: http://researchrepository.napier.ac.uk/Output/1245564