The Medical Master Tutor Training

Publication ID Published Volume
9116 March 16, 2012 8

Abstract

Introduction: Medical students are often challenged academically in the classroom. Peer tutoring is an excellent method to not only enhancing students’ learning, but also increasing metacognition and self-regulation. This module provides a tutor training for medical students by presenting overview of theory so students learn how to instruct others on how they learn, as opposed to what they know. Methods: The overall session takes approximately 2 hours to complete. During this time learners view a PowerPoint presentation for background information on learning theory and approaches to tutoring. Learners are then administered a tutor training assessment, which is discussed and feedback is provided. Results: This session has been successfully incorporated into the curriculum offered to medical students at a college of medicine. Faculty evaluations demonstrate participant satisfaction and have improved the program over time. Student reactions to the program have been overwhelmingly positive. Students comment that they learned new information and felt more prepared to enter tutor sessions. At the university where the program was developed, students have reported less frustration with the quality of the tutors. Discussion: Peer tutoring requires more than sharing knowledge. This resource provides medical students with the theoretical background they need to be effective peer tutors.

Citation

Tucker C, Gibbs K. The medical master tutor training. MedEdPORTAL Publications. 2012;8:9116. http://doi.org/10.15766/mep_2374-8265.9116

Educational Objectives

By the end of this session, learners will be able to:

  1. Promote independence in learning.
  2. Facilitate medical students’ insight into learning and learning processes.
  3. Respect individual differences.
  4. Possess working knowledge of and be aware of guidelines for the Academic Enhancement Center and other similar student-assistance programs.
  5. Understand the importance of preparation time, payroll, tutee time/scheduling, and responsibilities of the tutee.

Keywords

  • Peer Tutoring, Tutors, Metacognition, Self-Regulation

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ISSN 2374-8265