Evaluation of a Peer Mentoring Program for a Mature Cohort of First-Year Undergraduate Paramedic Students

Autor/inn/en	Hryciw, Deanne H.; Tangalakis, Kathy; Supple, Briony; Best, Gill
Titel	Evaluation of a Peer Mentoring Program for a Mature Cohort of First-Year Undergraduate Paramedic Students
Quelle	In: Advances in Physiology Education, 37 (2013) 1, S.80-84 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00129.2012
Schlagwörter	Academic Achievement; Maturity (Individuals); Allied Health Personnel; Mentors; Grouping (Instructional Purposes); Health Sciences; Peer Relationship; College Freshmen; College Students; Higher Education; College Science; Science Education; Science Instruction; Comparative Analysis; Evaluation; Allied Health Occupations; Physiology; Program Evaluation; Foreign Countries; Biological Sciences; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Reifung; Grouping; Gruppenbildung; Peer-Beziehungen; Studienanfänger; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Evaluierung; Gesundheitsberuf; Physiologie; Programme evaluation; Programmevaluation; Ausland; Abwasserbiologie; Australien
Abstract	The purpose of this study was to evaluate the effectiveness of a peer-assisted study session (PASS) program for a large class of Bachelor of Health Science (Paramedic) students. This cohort was made up predominantly of mature aged students who have not undertaken any study for many years. Within a bioscience first-year core subject, student mentees attended PASS sessions on a voluntary basis, with second-year Bachelor of Health Science (Paramedic) students acting as mentors. Mentors were recruited based on their outstanding academic performance in bioscience the previous year and selected based on group and individual interviews. Successful candidates participated in a compulsory 2 days of student mentor training and were supported throughout the program to develop their mentoring skills in both face-to-face workshops and online. Mentee students were allocated to a PASS session with a maximum size of 25 students/group that was facilitated by 2 student mentors. In general, the program was viewed favorably by both mentors and mentees. There was an increase in academic performance and a decrease in the fail rate of the mentee group compared with the cohort of students that did not participate in the PASS program. Importantly, mentees believed that the program improved their study skills and gave them confidence in their approach to studying. This is a significant consideration for the improvement of student transition and retention in a mature aged student cohort. (Contains 1 table and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10