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Medical Education Online Volume 25, 2020 - Issue 1
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Research Article

Qualitative analysis of cognitive and social congruence in peer-assisted learning – The perspectives of medical students, student tutors and lecturers

Teresa Lodaa Department of Psychosomatic Medicine and Psychotherapy, University Hospital Tuebingen, Tuebingen, GermanyORCID Iconhttps://orcid.org/0000-0003-1450-1757View further author information
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Rebecca Erschensa Department of Psychosomatic Medicine and Psychotherapy, University Hospital Tuebingen, Tuebingen, GermanyCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-4433-9378View further author information
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Christoph Nikendeib Centre for Psychosocial Medicine, Department of General Internal Medicine and Psychosomatics, University Hospital Heidelberg, Heidelberg, GermanyORCID Iconhttps://orcid.org/0000-0003-2839-178XView further author information
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Stephan Zipfela Department of Psychosomatic Medicine and Psychotherapy, University Hospital Tuebingen, Tuebingen, Germany;c Deanery of Students’ Affairs, University’s Faculty of Medicine, Tuebingen, GermanyORCID Iconhttps://orcid.org/0000-0003-1659-4440View further author information
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Anne Herrmann-Wernera Department of Psychosomatic Medicine and Psychotherapy, University Hospital Tuebingen, Tuebingen, GermanyORCID Iconhttps://orcid.org/0000-0003-2413-7047View further author information
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Article: 1801306 | Received 20 May 2020, Accepted 17 Jul 2020, Published online: 03 Aug 2020

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Annah Vimbai Bengesai, Lateef Babatunde Amusa & Rubby Dhunpath. (2023) A meta-analysis on the effect of formal peer learning approaches on course performance in higher education. Cogent Education 10:1.
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Si Qi Yoong, Wenru Wang, Siriwan Lim, Yanhong Dong, Alvin Chuen Wei Seah, Jingfang Hong & Hui Zhang. (2023) Perceptions and learning experiences of nursing students receiving peer video and peer verbal feedback: a qualitative study. Assessment & Evaluation in Higher Education 48:8, pages 1151-1163.
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Doreen M. Olvet, Jeffrey B. Bird, Tracy B. Fulton, Marieke Kruidering, Klara K. Papp, Kelli Qua, Joanne M. Willey & Judith M. Brenner. (2023) A Multi-institutional Study of the Feasibility and Reliability of the Implementation of Constructed Response Exam Questions. Teaching and Learning in Medicine 35:5, pages 609-622.
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Teresa Loda, Nils Berner, Rebecca Erschens, Christoph Nikendei, Stephan Zipfel & Anne Herrmann-Werner. (2022) ‘Student tutors go online’ - Investigation of cognitive and social congruence in online student tutorials - a longitudinal study. Medical Education Online 27:1.
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Michelle Kunc, Olivia Groom, Sally Barker & Nitish Nachiappan. (2020) Qualitative analysis of cognitive and social congruence in peer-assisted learning from the medical students perspective. Medical Education Online 25:1.
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Angie Ho Yan Lam, Lorraine Man Ki Ho, Stanley Kam Ki Lam, Claudia Kor Yee Chan, Maggie Mee Kie Chan, Maggie Wai Ming Pun & Kelvin Man Ping Wang. (2024) Effectiveness and experiences of integrating Mindfulness into Peer-assisted Learning (PAL) in clinical education for nursing students: A mixed method study. Nurse Education Today 132, pages 106039.
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Si Qi Yoong, Wenru Wang, Alvin Chuen Wei Seah & Hui Zhang. (2023) The quality of verbal feedback given by nursing near-peer tutors: A qualitative study. Nurse Education Today 130, pages 105944.
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Joe Olsen, Debbie Andres, Nicolette Maggiore & Charles Ruggieri. (2023) Characterizing social behavior patterns in teaching assistant interactions with students. Physical Review Physics Education Research 19:2.
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Linus Jonathan Vem, Siew Imm Ng, Murali Sambasivan & Sabastian Seddi Maimako. (2023) Evaluation of psychological empowerment of academics in innovative pedagogical delivery: the role of inclusive leadership and achievement orientation. Management Research Review.
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Ivo Rollmann, Jan Lauter, Charlotte Kuner, Anne Herrmann-Werner, Till J. Bugaj, Hans-Christoph Friederich & Christoph Nikendei. (2023) Tutors´ and Students’ Agreement on Social and Cognitive Congruence in a Sonography Peer-assisted-learning Scenario. Medical Science Educator 33:4, pages 903-911.
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Cissy Li. (2023) Investigating the tensions and negotiations on the site of peer tutoring in second language writing in higher education. System 113, pages 102980.
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Alphil Maria Joseph, Jerrin Jose & Anusha Srinivasan Iyer. (2022) Student-managed investment funds (SMIFs) in India: the perspectives of student fund managers. Journal of International Education in Business 16:1, pages 18-36.
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Samuel Eugene Stevenson, Deepika Anbu, Papakas Wijeyendram, Hailey Laurayne & Scott Border. 2023. Biomedical Visualisation. Biomedical Visualisation 151 172 .
Teresa Festl-Wietek, Nils Kern, Rebecca Erschens, Jan Griewatz, Stephan Zipfel & Anne Herrmann-Werner. (2022) Online student tutorials for effective peer teaching in digital times: a longitudinal quantitative study. BMC Medical Education 22:1.
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Santorino Data, Dube Mirette, Moses Cherop, Francis Bajunirwe, Catherine Kyakwera, Traci Robinson, Najjuma N. Josephine, Lenard Abesiga, Tamara Namata, Jennifer L. Brenner, Nalini Singhal, Margaret Twine, Ian Wishart, Heather McIntosh & Adam Cheng. (2022) Peer Learning and Mentorship for Neonatal Management Skills: A Cluster-Randomized Trial. Pediatrics 150:2.
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Christopher J. Cunningham, Joseph Giusto, Rachel Reiss, Deen L. Garba, Austin Lucke, Mohamed Eltilib & Eric Hastie. (2022) A team-based learning model using clinical vignettes in an advanced undergraduate pre-health professional physiology course facilitated by medical students. Advances in Physiology Education 46:2, pages 246-250.
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Ester Orsini, Marilisa Quaranta, Giulia Adalgisa Mariani, Sara Mongiorgi, Lucio Cocco, Anna Maria Billi, Lucia Manzoli & Stefano Ratti. (2021) Near-Peer Teaching in Human Anatomy from a Tutors’ Perspective: An Eighteen-Year-Old Experience at the University of Bologna. International Journal of Environmental Research and Public Health 19:1, pages 398.
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Monique Araújo de Oliveira Sousa, Gilliatt Hanois Falbo-Neto & Ana Rodrigues Falbo. (2021) Correlação entre os domínios de competência do tutor e o desempenho estudantil: estudo transversal. Revista Brasileira de Educação Médica 45:3.
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Syed E Ahmad, Gino A Farina, Alice Fornari, Ruth Ellen Pearlman, Karen Friedman & Doreen M Olvet. (2021) Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study. Journal of Medical Education and Curricular Development 8, pages 238212052110207.
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