1. Enhancing Feedback Through Tutorial Teaching: a PGR-PGT Model Students request increasing levels of personalised feedback, while institutions require cost-effective teaching solutions. We recruited postgraduate research students as tutors for postgraduate taught students, to deliver small-group psychology tutorials. Quantitative and qualitative evaluation revealed benefits for tutors and tutees alike. Transferability across disciplines should be explored. Data from our institution indicates demand for more personalised feedback to Postgraduate Taught (e.g. MSc) students (PGT) and increased small-group discussions, while Postgraduate Research (e.g. PhD) students (PGR) request more teaching opportunities. Pedagogical research supports the utilisation of small-group learning (Griffiths et al., 1996) for increasing personalisation and depth of learning. Furthermore, supplementary informal, academic discussions outside the classroom are associated with increasing students’ motivation and engagement with course material (Komarraju et al., 2010). Abstract Background Method Discussion This project built on existing models of tutorial teaching to construct and evaluate a new Faculty peer-peer tutorial program. Tutorials were defined as: 3-5 students received a fixed number of sessions with the same tutor Learning-focused Non-didactic group discussions Responsive to group needs in structure and content. Tutors qualified at one level above tutees Training for tutors and tutees included briefings and access to resources. Evaluation included pre-post questionnaires (bespoke and standardised) and focus groups with each stakeholder. Results Affiliation: Institute of Psychiatry, Psychology & Neuroscience; King’s College London; SE5 8AF, UK. Becci.strawbridge@kcl.ac.uk, (Lead Researcher) Jenny.yiend@kcl.ac.uk (Principal Investigator)Becci.strawbridge@kcl.ac.ukJenny.yiend@kcl.ac.uk Strawbridge, R., Tognin, S., Fernandes, C., Cooper, J.D., Hay, D., Komarraju, M., Koutsantoni, K., Kravariti, E., Lea, S., Oakley, M., Williams, B.P., Yiend, J. Our small-group tutorial program offered peer-peer sessions, utilising PGR tutors and PGT tutees. Evaluation showed it: significantly improved the student experience provided valued teaching opportunities Recommendations for further development include: development of blended-learning materials to optimise tutor/tutee training and experience. evaluation including a control group of students not receiving tutorials assessment of generalizability of the model across other academic disciplines, and other levels of peer–peer interaction. Overall the model succeeded in providing the Faculty with new opportunities for high quality, low resource learning, and enhanced the student experience. References Griffiths, S., Houston, K & Lazenbatt, A. (1996). Enhancing student learning through peer tutoring in higher education, University of Ulster, Coleraine Komarraju, M., Musulkin, S. & Bhattacharya, G. (2010). Role of student-faculty interactions in developing college students’ academic self-concept, motivation, and achievement. J College Student Development, 51,332-342. We would like to thank the KCL College Teaching Fund for supporting the project financially. All: Valued the flexible learning approach / Had some difficulties with scheduling sessions Tutees: Grateful for personalised teaching / Tutors lack of knowledge about tutee course aims Tutors: Enjoyment of teaching increased / Some tutees had poor attendance Qualitative findings: Bespoke & standardised questions from Postgraduate Education Survey (PTES/PRES)