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

American Journal of Physiology - Advances in Physiology Education

Volumn 33, Issue 2, 2009, Pages 111-114

  Kibble, Jonathan D ^a  

^a ST GEORGE S UNIVERSITY SCHOOL OF MEDICINE   (Grenada)

Author keywords

Active learning; Collaborative learning; Peer teaching

Indexed keywords

EID: 68049110524     PISSN: 10434046     EISSN: 15221229     Source Type: Journal    
DOI: 10.1152/advan.90212.2008     Document Type: Article

References (12)

1. Arendale D. Education Resources Information Center. Review of Research Concerning the Effectiveness of SI From the University of Missouri-Kansas City and Other Institutions From Across the United States (online). http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detai lmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED370502& ERICExtSearch_SearchType_0=no&accno=ED370502 [29 April 2009].
2. Blanc R, Martin D. Supplemental Instruction: increasing student performance and persistence in difficult academic courses. Acad Med 69: 452-454, 1994.
3. Cortright RN, Collins HL, DiCarlo SE. Peer instruction enhanced meaningful learning: ability to solve novel problems. Adv Physiol Educ 29: 107-111, 2005.
4. Ebbert MR, Morgan PM, Harris IB. A comprehensive student peer-teaching program. Acad Med 74: 583-584, 1999.
5. Hurley KF, McKay DW, Scott TM, James BM. The supplemental instruction project: peer-devised and delivered tutorials. Med Teach 25: 404-407, 2003.
6. Kibble JD, Nelson LD, Hansen P. Use of modified SOAP notes and peer-led small-group discussion in a Medical Physiology course: addressing the hidden curriculum. Adv Physiol Educ 30: 230-236, 2006.
7. Lockspeiser TM, O'Sullivan P, Teherani A, Muller J. Understanding the experience of being taught by peers: the value of social and cognitive congruence. Adv Health Sci Educ 13: 361-372, 2008.
8. Moore-West M, Hennessy S, Meilman PW, O'Donnell JF. The presence of student-based peer advising, peer tutoring, and performance evaluation programs among U. S. medical schools. Acad Med 65: 660- 661, 1990.
9. Rye PD, Wallace J, Bidgood P. Instructions in learning skills: an integrated approach. Med Educ 27: 470-473, 1993.
10. Sawyer SJ, Sylvestre PB, Girard RA, Snow MH. Effects of supplemental instruction on mean test scores and failure rates in medical school courses. Acad Med 71: 1357-1359, 1996.
11. Topping KJ. The effectiveness of peer tutoring in further and higher education: a typology and review of the literature. High Educ 32: 321-345, 1996.
12. Wong JG, Waldrep TD, Smith TG. Formal peer-teaching in medical school improves academic performance: the MUSC supplemental instruction program. Teach Learn Med 19: 216-220, 2007.