健康职业学校中的同伴辅导项目。
Peer tutoring programs in health professions schools.
作者信息
Santee Jennifer, Garavalia Linda
机构信息
School of Pharmacy, University of Missouri-Kansas City, USA.
出版信息
Am J Pharm Educ. 2006 Jun 15;70(3):70. doi: 10.5688/aj700370.
Abstract
OBJECTIVE
Peer tutoring programs may be one method of maintaining quality of pharmacy education in the face of growing student enrollment and a small faculty body. A critical review of the literature was performed to ascertain whether peer tutoring programs improve or maintain the academic performance of health care professional students.
METHODS
Various electronic databases and abstracts from past American Association of Colleges of Pharmacy's annual meetings were searched to identify pertinent research. Only those articles with quantitative data, an experimental design, and comparative statistical analysis were included for review.
RESULTS
Most studies found that peer tutoring had a positive impact on academic performance. These results may not be readily generalizable as there were numerous methodological flaws and limited descriptions of the programs and participants.
IMPLICATIONS
Studies with better designs and more detail are needed to answer definitively whether peer tutoring is of benefit. Details of what resources were required should be included in the study to allow the reader to determine the feasibility of the intervention.
摘要
目的
面对学生人数不断增加而教师人数有限的情况，同伴辅导计划可能是维持药学教育质量的一种方法。对文献进行了批判性综述，以确定同伴辅导计划是否能提高或维持医护专业学生的学业成绩。
方法
检索了各种电子数据库以及美国药学院协会过去年会的摘要，以确定相关研究。仅纳入那些具有定量数据、实验设计和比较统计分析的文章进行综述。
结果
大多数研究发现同伴辅导对学业成绩有积极影响。由于存在许多方法上的缺陷以及对计划和参与者的描述有限，这些结果可能无法轻易推广。
启示
需要设计更好、细节更多的研究来明确同伴辅导是否有益。研究中应包括所需资源的详细信息，以便读者确定干预措施的可行性。
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