1. International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Evaluation of a peer tutoring scheme to empower students in their transitions through the student journey Dr Judith Lane Dr Jane Hislop

2. Peer tutoring Definition: learning from and with each other (Boud, Cohen and Sampson, 2006) Peer tutoring has the potential to empower students to successfully navigate transitions across the student journey Cross level Same level (equal status) Same level (equal status) Same level (unequal status) Same level (unequal status) (Falchikov, 2001)

3. The rising popularity of peer learning Largely driven by Financial imperatives Increasing class sizes ‘do more with less’ (Luca, 2011) Employability Graduate attributes (Boud, Cohen and Sampson, 2006) Student satisfaction National Student Survey

4. Our context: Staff and student feedback “We need more contact time with tutors” “We want more feedback” “We don’t know if we are doing it right” “You need to do more self- study” “Students need to improve their patient handling skills” “I don’t feel confident in my practical skills”

5. Development of our peer tutoring scheme ‘Senior’ students recruited as peer tutors (n = 12) Tutoring provided to year 1 BSc (Hons) Physiotherapy students Training provided Overview of skills to be covered How to encourage active learning Cross level peer tutoring During practical classes with staff tutor During independent study sessions

6. Qualitative evaluation Ethical opinion provided by QMU Thematic analysis undertaken with transcribed audio data

7. Key themes

8. Developing communities of learners Students and staff identified the value of shared learning and the creation of 'safe' spaces for learning that were more comfortable without the presence of staff. “It became more of a counselling session" “I felt they might be a bit embarrassed to ask questions to the lecturer but when you are on their level and going round groups, they are going to ask you a bit more questions"

9. Validation of knowledge Senior students were able to support the learners emerging knowledge base during independent study session. There was an important role in reassurance that knowledge was sometimes difficult. The ability relate theory to practice based learning was also identified as helpful. "Some of us were just lost...also to confirm what you have learned was right“ “I think as well, seeing them sort of mess up in a way as well, it was quite good for us to realise you are not going to know absolutely everything. You are going to doubt yourself at times. It was nice just getting their opinions of how they had struggled with it as well” “some of the more senior students have been out on placement they might help to demonstrate when and how physiology has been applied out on placement…students who have been on placement coming back and saying ‘where does it fit in context’ and I think that could be applied across a lot of modules”

10. Personal development Peer tutoring offered student tutors to develop graduate transferable skills such as communication, time management, leadership and presentation skills. Furthermore peer tutoring also offered student tutors the opportunity to consolidate their own profession-specific knowledge. "The best thing for me was just interacting with the students. Just to provide them with my knowledge an skills and pass it on. I feel I provided value for them..“ “I think that sometimes people will usually see peer tutoring, as the benefits being on the person being tutored side, but I think you learn an awful lot from teaching as well. In our situation next year, if we are able to explain some of the foundation of knowledge that we have learned this year to someone else, that will help confirm in our own minds that we know our stuff”

11. Approaches to learning The recent experience of the student tutors in learning the material themselves was valued by learners. Student tutors were able to identify study and learning strategies that were deemed more authentic or relevant to the learners when compared with advice from staff tutors. " sometimes there is different ways of learning things in anatomy...it is quite useful for them to have different ways of looking at it"

12. Improving the experience Students identified a need for more structure. Greater value could have been achieved from the self-study session if tutors identified what they were going to cover at the start of each session or hold online discussions prior to the session to determine what topics students would like to cover. “ It could have been good if there was a bit more structure, if they told us to revise this particular subject and say if you have any questions or do a particular movement analysis or something, just to be concise and precise about what they could help us with. Some guidance”

13. Was it worth it? Benefits for both groups included: developing confidence, supporting independent learning, consolidating practical skills and theoretical knowledge contextualising university based skills and knowledge

14. Key messages 1. Peer tutors who can reflect on their own experiences as a learner can help to foster supportive tutor-learner relationships 2.Peer tutors who possess good communication skills and are approachable and non-judgmental can help to develop a safe, positive learning environment. 3.Peer tutors who have experience in practice based learning and who can contextualise university based knowledge in practice could offer a valuable contribution to the peer tutoring system. 4.Highlighting the potential benefits to personal development for peer tutors could help with recruitment of new tutors 5.Staff should prepare tutors for their role by introducing basic elements of teaching and learning theory in order to help tutors to facilitate independent learning.

15. Thank- you Our grateful thanks to Judy Scopes as well as staff and students from Physiotherapy at Queen Margaret University. Thanks also to QMU Projects for the Enhancement of Teaching and Learning (PETL) for their financial support