Qualitative analysis of cognitive and social congruence in peer-assisted learning - The perspectives of medical students, student tutors and lecturers
Background The teaching of students by peers, so-called peer-assisted learning, is effective based on cognitive and social congruence among students and student tutors. This study aims to investigate cognitive and social congruence by analysing the perspectives of students, student tutors and lectur...
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| Hauptverfasser: | , |
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| Dokumenttyp: | Article (Journal) |
| Sprache: | Englisch |
| Veröffentlicht: |
03 Aug 2020
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| In: |
Medical education online
Year: 2020, Jahrgang: 25 |
| ISSN: | 1087-2981 |
| DOI: | 10.1080/10872981.2020.1801306 |
| Online-Zugang: | Verlag, Volltext: https://doi.org/10.1080/10872981.2020.1801306
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| Verfasserangaben: | Teresa Loda, Rebecca Erschens, Christoph Nikendei, Stephan Zipfel & Anne Herrmann-Werner |
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| 245 | 1 | 0 | |a Qualitative analysis of cognitive and social congruence in peer-assisted learning - The perspectives of medical students, student tutors and lecturers |c Teresa Loda, Rebecca Erschens, Christoph Nikendei, Stephan Zipfel & Anne Herrmann-Werner |
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| 520 | |a Background The teaching of students by peers, so-called peer-assisted learning, is effective based on cognitive and social congruence among students and student tutors. This study aims to investigate cognitive and social congruence by analysing the perspectives of students, student tutors and lecturers in order to receive a better understanding of these concepts and to improve the teaching in tutorials as well as the relationship among students and student tutors. Methods Cognitive and social congruence were assessed by conducting semi-structured interviews. An interview guide about teaching and relationship in tutorials was based on previous findings of Schmidt & Moust (1995) and Lockspeiser et al. (2008). The interviews were analysed inductively by using qualitative content analysis. Results Twenty-nine participants were interviewed. The following categories were found for cognitive congruence: knowledge base, high expertise by student tutors, same language and effective knowledge transfer. Social congruence was represented by relaxed learning atmosphere, sharing social roles, empathic and supportive behaviour of student tutors, sharing experiences, understanding difficulties and enjoying tutorial. Conclusion Cognitive and social congruence may be displayed on the practical behavioural level. Trust in student tutor could be found in both concepts on different levels. The qualitative results provide a deeper insight by indicating that the student tutors may play a ‘mediator’ role for the relationship between students and lectures. | ||
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