3,385
Views
46
CrossRef citations to date
0
Altmetric
Research Article

Both preparing to teach and teaching positively impact learning outcomes for peer teachers

, , &
Pages e417-e422 | Published online: 20 Jul 2011

References

  • ACGME 2007. Common Program Requirements: General Competencies. Chicago: Accreditation Council for Graduate Medical Education. [Retrieved 2010 October 13]. Available from: http://www.acgme.org/outcome/comp/GeneralCompetenciesStandards21307.pdf
  • AoMRC 2009. Medical Leadership Competency Framework. London: Academy of Medical Royal Colleges. [Retrieved 2010 October 13]. Available from: http://www.aomrc.org.uk/projects/medical-leadership-competences.html
  • Annis LF. The processes and effects of peer tutoring. Human Learn 1983; 2: 39–47
  • Bargh JA, Schul Y. On the cognitive benefits of teaching. J Educ Psychol 1980; 72: 593–604
  • Bjork RA. Recency-sensitive retrieval processes in long-term free recall. Cogn Psychol 1974; 6: 173–189
  • Buckley S, Zamora J. Effects of participation in a cross-year peer tutoring programme in clinical examination skills on volunteer tutors’ skills and attitudes towards teachers and teaching. BMC Med Educ 2007; 7: 20
  • Carrier M, Pashler H. The influence of retrieval on retention. Mem Cognit 1992; 20: 633–642
  • Chamorro-Premuzic T, Furnham A. Personality, intelligence and approaches to learning as predictors of academic performance. Pers Individ Dif 2008; 44: 1596–1603
  • Cloward RD. Studies in tutoring. J Exp Educ 1967; 36: 14–25
  • Dawson MD. The effect of reinforcement and verbal rehearsal on selective attention in learning-disabled children. J Abnorm Child Psychol 1980; 8: 133–144
  • Durling R, Shick C. Concept attainment by pairs and individuals as a function of vocalization. J Educ Psychol 1976; 68: 83–91
  • Gobert JD, Clement JJ. Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. J Res Sci Teach 1999; 36: 39–53
  • Graham K, Burke JM, Field M. Undergraduate rheumatology: Can peer-assisted learning by medical students deliver equivalent training to that provided by specialist staff?. Rheumatology 2008; 47: 652–655
  • Hayes-Roth B. Evolution of cognitive structures and processes. Psychol Rev 1977; 84: 260–278
  • Hughes TC, Zoeb J, Bulstrode CJK, et al. Advanced Cardiac Resuscitation Evaluation (ACRE): A randomised single-blind controlled trial of peer-led vs. expert-led advanced resuscitation training. Scand J Trauma Resusc Emerg Med 2010; 18: 3–9
  • Mandler G. Organization and recognition. Organization of memory, E Tulving, W Donaldson. Academic Press, New York 1972; 139–166
  • Morgan RF, Toy TB. Learning by teaching: A student-to-student compensatory tutoring program in a rural school system and its relevance to the educational cooperative. Psychol Rec 1970; 20: 159–169
  • Peets AD, Coderre S, Wright B, Jenkins D, Burak K, Leskosky S, McLaughlin K. Involvement in teaching improves learning in medical students: A randomized cross-over study. BMC Med Educ 2009; 9: 55
  • Perkins GD, Hulme J, Bion JF. Peer-led resuscitation training for healthcare students: A randomised controlled study. Int Care Med 2002; 28: 698–700
  • Prins FJ, Veenman MVJ, Elshout JJ. The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learn Instruct 2006; 16: 374–387
  • Rasmussen J, Jensen A. Mental procedures in real-life tasks: A case study of electronic troubleshooting. Ergonomics 1974; 17: 293–307
  • Ratcliff R, McKoon G. A retrieval theory of priming in memory. Psychol Rev 1988; 95: 385–408
  • RCPSC 2005. CanMEDS Framework. Royal College of Physicians and Surgeons of Canada. [Retrieved 2009 August 15]. Available from: http://rcpsc.medical.org/canmeds/bestpractices/framework_e.pdf
  • Roediger HL, Karpicke JD. Test-enhanced learning: Taking memory tests improves long-term retention. Psychol Sci 2006; 17: 249–255
  • Roozendaal B, Cahill L, McGaugh JL. Interaction of emotionally activated neuromodulatory systems in regulating memory storage. Brain processes and memory, K Ishikawa, JL McGaugh, H Sakata. Elsevier Sciences, Amsterdam 1996; 39–45
  • Roscoe RD, Chi MTH. Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions. Rev Educ Res 2007; 77: 534–574
  • Tang T, Hernandez E, Adams B. “Learning by teaching”: A peer-teaching model for diversity training in medical school. Teach Learn Med 2004; 16: 60–63
  • ten Cate OTHJ, Durning S. Dimensions and psychology of peer teaching in medical education. Med Teach 2007a; 29: 546–552
  • ten Cate OTHJ, Durning S. Peer teaching in medical education: Twelve reasons to move from theory to practice. Med Teach 2007b; 29: 591–599
  • Topping K. The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Educ 1996; 32: 321–345
  • Weiss V, Needlman R. To teach is to learn twice. Resident teachers learn more. Arch Pediatr Adolesc Med 1998; 152: 190–192
  • Wong J, Waldrep T, Smith T. Formal peer-teaching in medical school improves academic performance: The MUSC supplemental instructor program. Teach Learn Med 2007; 19: 216–220

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.