Department of Restorative Dentistry and Comprehensive Care, School of Dental Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania, USA.
School of Dental Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania, USA.
J Dent Educ. 2020 Jun;84(6):695-703. doi: 10.1002/jdd.12135. Epub 2020 Feb 28.
The University of Pittsburgh School of Dental Medicine incorporates a voluntary student peer-tutoring program as 1 resource available to pre-doctoral students. It uses peer-tutoring in didactic and preclinical courses in order to provide additional help to struggling students.
The goal of this article is to describe an initial program assessment using data collected between 2015 and 2017. In addition to assessing the program, this report also investigates the benefits of the program to the tutors.
Data were collected using surveys from tutors (N = 133) and tutees (N = 115), as well as reflective journals written by the tutors (response rate varies across instruments and questions). Responses to the surveys were analyzed using quantitative analysis, and content analysis was completed for coding the open-ended short responses and reflective journals.
Results show tutors' increased preparedness at the end of the term to provide tutoring, an increase in communication and teaching skills due to participation in the program, and other cited benefits to the tutor.
In addition to academic credit, tutors benefit from reviewing the course materials and practicing skills relevant to their future careers. Tutees provided overwhelmingly positive feedback on the tutors' strengths and effectiveness, the program in general, and the extent to which tutoring helped their performance in the class. Based on the initial program assessment, the program provides benefits to both tutors and tutees; the tutors gain a valuable experience impacting them both academically and personally.
匹兹堡大学牙医学院将学生自愿的朋辈辅导计划作为向牙医学预科学生提供的 1 种资源。该计划在理论和临床前课程中使用朋辈辅导，为学习困难的学生提供额外帮助。
本文的目的是描述 2015 年至 2017 年期间收集的数据的初步计划评估。除了评估该计划外，本报告还调查了该计划对导师的益处。
数据是通过对导师（N=133）和受导学生（N=115）的调查以及导师撰写的反思日志收集的（各工具和问题的回复率不同）。对调查的回复使用定量分析进行分析，对开放式简短回复和反思日志进行了内容分析。
结果表明，导师在学期末更有准备提供辅导，参与该计划提高了沟通和教学技能，导师还获得了其他益处。
除了获得学术学分外，导师还受益于复习与未来职业相关的课程材料和练习技能。受导学生对导师的优势和有效性、该计划以及辅导对他们在课堂上表现的帮助程度给予了压倒性的积极反馈。基于初步的计划评估，该计划对导师和受导学生都有好处；导师获得了宝贵的经验，对他们的学术和个人都有影响。
