Forthcoming From theory to practice: Tutors’ perceptions of how a practical anatomy and physiology skills training course prepared them to facilitate learning effectively
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Abstract
Background. Peer tutors are crucial for fostering dynamic, collaborative learning environments in academic support programmes. Training and supporting peer tutors with appropriate, discipline-specific practical skills is vital to preparing them to become effective facilitators of learning.
Objective. To evaluate the effectiveness of a tutor skills development course in equipping tutors with theoretical knowledge and practical tools to effectively facilitate tutorials in human anatomy and physiology.
Methods. Seventeen tutors enrolled in the course. A qualitative approach was employed, using a focus group discussion with eight participants to explore the skills and competencies acquired through the training course and their perceptions of its value.
Results. Tutors described the training as engaging, informative and reflective. Practical skills gained enhanced their discipline-specific expertise, promoted effective tutoring practices and empowered them to develop educational resources, fostering innovation and resourcefulness. The involvement of experienced lecturers as facilitators modelled best teaching practices, cultivating a culture of mentorship and collaborative learning, which enhanced the course’s effectiveness.
Conclusion. Equipping tutors with a balanced combination of theoretical knowledge, practical tools and interpersonal skills enhances their effectiveness as facilitators of active learning, particularly in disciplines requiring the integration of complex theoretical and practical knowledge, such as anatomy and physiology.
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