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Quality assurance of peer-assisted learning by measuring academic performance of health sciences extended curriculum students
dc.contributor.author | Slabbert, R. | |
dc.contributor.author | du Plessis, J. | |
dc.coverage.spatial | South Africa | es_MX |
dc.date.accessioned | 2022-02-17T18:38:06Z | |
dc.date.available | 2022-02-17T18:38:06Z | |
dc.date.issued | 2021-06-11 | |
dc.identifier.citation | Slabbert, R., & du Plessis, J. (2021). Quality assurance of peer-assisted learning by measuring academic performance of health sciences extended curriculum students. Perspectives in Education, 39(2), 95-112. https://doi.org/10.18820/2519593X/pie.v39.i2.8 | es_MX |
dc.identifier.uri | https://acervodigitaleducativo.edugem.gob.mx/handle/acervodigitaledu/58646 | |
dc.description.abstract | Peer-assisted learning (PAL) has numerous benefits in medical curricula. In the extended curriculum programme (ECP) at a university in South Africa, remedial interventions, such as same year/level PAL, were implemented to improve academic success. This article focuses on the measures to ensure the quality of PAL as an intervention for the academic under-preparedness of ECP students. After the midterm assessment results had been verified, the academically strongest ECP students were appointed as tutors (n=10) for the remainder of the student cohort (n=31). Structured, informal PAL activities were implemented as an academic intervention between consecutive assessments. Analysis of the pre- and post-intervention results showed a statistically significant difference for the whole study population as an increase of 6.1% was recorded in post-intervention results. Nine of the ten PAL groups showed an increase in the combined group results, the highest increase being 15.1%. Although the tutor group did not show a statistically significant difference between pre- and post-intervention results, 80% of the tutors experienced a positive effect on their academic progress by scoring higher post-intervention results. The results showed that same year/level PAL interventions can assist under-prepared ECP students to be academically successful with advantages for the tutors and tutees. | es_MX |
dc.format.extent | 18 páginas | es_MX |
dc.language.iso | en | es_MX |
dc.publisher | Perspectives in Education | es_MX |
dc.rights | Acceso abierto | es_MX |
dc.rights | Atribución 3.0 Estados Unidos de América | * |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/us/ | * |
dc.subject | Aprendizaje en línea | es_MX |
dc.subject | Educación a distancia | es_MX |
dc.subject | Enseñanza | es_MX |
dc.subject | Método de enseñanza | es_MX |
dc.subject.classification | Enseñanza y formación | es_MX |
dc.title | Quality assurance of peer-assisted learning by measuring academic performance of health sciences extended curriculum students | es_MX |
dc.type | Artículo original | es_MX |
dc.description.version | Versión publicada | es_MX |
dc.identifier.collectionade | acervodigitaledu/26141 | es_MX |
dc.type.tipologia | Artículos científicos y de divulgación | es_MX |
dc.identifier.url | https://doi.org/10.18820/2519593X/pie.v39.i2.8 | es_MX |
dc.identifier.doi | 10.18820/2519593X/pie.v39.i2.8 |
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