Abstract
Introduction: Reciprocal Peer Tutoring (RPT) is a form of collaborative learning that involves students of similar academic backgrounds experiencing interchanging roles of tutor and learner. Purpose: Use of RPT has not been explored to the same degree as other forms of peer-assisted learning which may involve learners of different levels. The aim of this systematic review was to examine the role of RPT in health professions education in order to identify the benefits and challenges, as well as the best approach for its successful execution. Method: A search of the literature between January 2005 and February 2016 was conducted using applicable electronic databases and snowball referencing searches. Methodological quality of the selected studies was ascertained with the use of the Critical Appraisal Skills Programme (CASP) checklist. Results: Eight articles met the set inclusion criteria for the review. Within these it was found that RPT could potentially enhance cooperative learning, communication, metacognition and teaching skills apart from enhanced understanding of the topic under study. Discussion: Whilst RPT has been found to have a positive impact upon learner experiences, further investigation is required around its use, particularly in assessing learning outcomes in health education programs.
Recommended Citation
Gazula, Swapnali; McKenna, Lisa; Cooper, Simon; and Paliadelis, Penny
(2017)
"A Systematic Review of Reciprocal Peer Tutoring within Tertiary Health Profession Educational Programs,"
Health Professions Education: Vol. 3:
Iss.
2, Article 3.
DOI: 10.1016/j.hpe.2016.12.001
Available at:
https://hpe.researchcommons.org/journal/vol3/iss2/3
