Qualitative analysis of cognitive and social congruence in peer-assisted learning - The perspectives of medical students, student tutors and lecturers.
Cognitive congruence
lecturers
medical students
peer-assisted learning
social congruence
student tutors
Journal
Medical education online
ISSN: 1087-2981
Titre abrégé: Med Educ Online
Pays: United States
ID NLM: 9806550
Informations de publication
Date de publication:
Dec 2020
Dec 2020
Historique:
entrez:
4
8
2020
pubmed:
4
8
2020
medline:
15
12
2020
Statut:
ppublish
Résumé
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. 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. 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. 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.
Sections du résumé
BACKGROUND
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
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
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
CONCLUSIONS
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.
Identifiants
pubmed: 32744892
doi: 10.1080/10872981.2020.1801306
pmc: PMC7482745
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
1801306Commentaires et corrections
Type : CommentIn
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