Evaluating the Effectiveness of Peer Tutoring in First-Year Undergraduate Respiratory Therapy Students

Abstract

Background: The use of planned peer tutoring (PPT) in education has been shown to enhance and expand the knowledge of both the learner and the tutor. These benefits have been shown in other higher education programs, but very little has been documented on the use of PPT in RT education. The purpose of this study was to evaluate the effectiveness of PPT in undergraduate RT students.

Methods: Previously established PPT sessions were provided by 2nd year RT students for 1st year RT students at various points during one semester within the curriculum. All students completed an evaluation at the end of the semester, assessing their opinions on the effectiveness of the PPT sessions from their perspective as tutor or learner. Grades on 4 different assessments were compared between treatment and control groups to determine the efficacy of the tutoring sessions. This study was IRB approved.

Results: Of 22 1st year participants, 13 attended at least half of the PPT sessions and became the treatment group. The remaining 1st year students and all 2nd year students became the control group. There were no significant differences between treatment and control groups for mean age (P =0.178), admission cumulative GPA (P =0.103), or admission science/math GPA (P =0.728). According to the evaluations, 1st and 2nd year students reported that PPT improved their confidence, content mastery and communication skills (range 70% - 100% agree or strongly agree). Two of the 4 assessment grades were not statistically significantly different between treatment and control groups. The laboratory practical assessment (P =0.041) and the clinical simulation assessment (P =0.022) showed a significantly higher mean score on the assessment for the treatment group.

Conclusions: This study suggests that tutors and learners alike are supportive of a PPT experience in a RT program curriculum. PPT appears to be effective in enhancing student performance and is perceived as beneficial by the students. Disclosures: None.