Qualitative analysis of cognitive and social congruence in peer-assisted learning – The perspectives of medical students, student tutors and lecturers-Reference-Cited by-同舟云学术

Qualitative analysis of cognitive and social congruence in peer-assisted learning – The perspectives of medical students, student tutors and lecturers

Published:2020-01-01 Issue:1 Volume:25 Page:
ISSN:1087-2981
Container-title:Medical Education Online
language:en
Short-container-title:Medical Education Online

Author:

Loda Teresa¹^ORCID,Erschens Rebecca¹^ORCID,Nikendei Christoph²^ORCID,Zipfel Stephan¹³^ORCID,Herrmann-Werner Anne¹^ORCID

Affiliation:

1. Department of Psychosomatic Medicine and Psychotherapy, University Hospital Tuebingen, Tuebingen, Germany

2. Centre for Psychosocial Medicine, Department of General Internal Medicine and Psychosomatics, University Hospital Heidelberg, Heidelberg, Germany

3. Deanery of Students’ Affairs, University’s Faculty of Medicine, Tuebingen, Germany

Funder

Deutsche Forschungs-gemeinschaft and Open Access Publishing Fund of the University of Tuebingen

Publisher

Informa UK Limited

Subject

Education,General Medicine

Link

https://www.tandfonline.com/doi/pdf/10.1080/10872981.2020.1801306

Reference44 articles.

1. What makes a tutor effective? A structural-equations modeling approach to learning in problem-based curricula

2. Observational analysis of near-peer and faculty tutoring in problem-based learning groups

3. A “Safe Space” for Learning and Reflection: One Schoolʼs Design for Continuity With a Peer Group Across Clinical Clerkships

4. Near-peer teaching in clinical neuroanatomy

5. Understanding the experience of being taught by peers: the value of social and cognitive congruence

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