Abstract
Effects of student versus staff tutoring on student learning in a problem-based, health sciences curriculum were studied. Academic achievement of 334 tutorial groups guided by staff tutors was compared with achievement of 400 groups guided by student tutors. In addition, students rated their tutor's performance on four behaviors considered critical to facilitating student learning. Overall, students guided by a staff tutor achieved somewhat better. In terms of practical significance, the difference was, however, fairly small. Staff tutors were rated as more knowledgeable and their contributions as more relevant. In addition, they asked stimulating questions to a larger extent. However, an interaction effect was found between the ratings and the year of study: Peer tutors displayed the supportive behaviors more extensively in the first year, whereas staff tutors' ratings were higher as the curriculum advanced. These results were interpreted in terms of the cognitive congruence framework.
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Parts of this article have been presented to the Annual Meeting of the American Educational Research Association, Atlanta, GA, April, 1993.
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Schmidt, H., Van Der Arend, A., Kokx, I. et al. Peer versus staff tutoring in problem-based learning. Instr Sci 22, 279–285 (1994). https://doi.org/10.1007/BF00891781
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DOI: https://doi.org/10.1007/BF00891781