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

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.

KEYWORDS:

• Near-peer tutors
• engagement
• learning
• human physiology

Acknowledgments

We are grateful to DMU Frontrunner Internship (Ref: 10493) in funding the near-peer tutors.

Disclosure statement

No potential conflict of interest was reported by the authors.