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'We learn from each other': Creating a scholarly community of practice through peer tutoring

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Original languageEnglish
Pages (from-to)28-30
Number of pages3
JournalEducational Developments
Volume17
Issue number3
StatePublished - 20 Sep 2016

Abstract

This article shares our thoughts on how an online, distance-learning postgraduate peer-tutor training scheme provides an opportunity to integrate scholarship and development for both peer tutors and staff. This work was presented at the 19th annual SEDA conference in November 2015.

In medicine, the recent introduction of structured learning for peer tutors has been shown to enhance the quality of teaching practice (Fellmer-Drüg et al, 2014). In nursing, peer tutoring has been shown to improve academic performance amongst student nurses (Robinson and Niemer, 2010). Further research is underway to determine if the same applies in other science-based disciplines such as veterinary medicine.

We will start by describing the peer-tutor training scheme at the Royal (Dick) School of Veterinary Studies [R(D)SVS], and how this supports peer tutors to develop essential skills such as facilitation, organisation and group working. We will then move on to consider the process of mentoring student colleagues as we engage in scholarly and developmental activities. This will include a reflection on how this process can enhance the integration of scholarship in the practice of staff and students. The article concludes with a discussion of future plans to continue the work.

The authors are all part of the peer-tutor team; Sharon and Jessie are members of staff and Yvonne, Athinodoros and Sally have worked as postgraduate peer tutors.

    Research areas

  • Peer assisted learning, peer teaching, students as teachers, veterinary, clinical skills, scholarship of teaching and learning

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