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Tutors´ and Students’ Agreement on Social and Cognitive Congruence in a Sonography Peer-assisted-learning Scenario
PURPOSE: Peer-assisted learning has become an integral part within medical education and has been proven to be effective in teaching medical skills. Cognitive and social congruence are important factors that explain the effectiveness of peer-assisted learning. However, although theory suggests this,...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10403448/ https://www.ncbi.nlm.nih.gov/pubmed/37546194 http://dx.doi.org/10.1007/s40670-023-01814-y |
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author | Rollmann, Ivo Lauter, Jan Kuner, Charlotte Herrmann-Werner, Anne Bugaj, Till J. Friederich, Hans-Christoph Nikendei, Christoph |
author_facet | Rollmann, Ivo Lauter, Jan Kuner, Charlotte Herrmann-Werner, Anne Bugaj, Till J. Friederich, Hans-Christoph Nikendei, Christoph |
author_sort | Rollmann, Ivo |
collection | PubMed |
description | PURPOSE: Peer-assisted learning has become an integral part within medical education and has been proven to be effective in teaching medical skills. Cognitive and social congruence are important factors that explain the effectiveness of peer-assisted learning. However, although theory suggests this, there is no study to date that demonstrates that students and tutors agree upon the level of cognitive and social congruence. Thus, we compared tutors’ and students’ perception of cognitive and social congruence and their agreement on the causes of congruence. METHODS: 36 students and 9 tutors from 9 courses were asked to answer questionnaires for their perception of cognitive and social congruence in a peer-assisted learning sonography scenario. RESULTS: Students and tutors experienced cognitive congruence (t = 0.8277, df = 8, p = .4318, 95% CI = [-0.232; 0.491]) and social congruence (t = 0.962, df = 8, p = .364, 95% CI = [-0.145; 0.354]) similarly. In contrast, students and tutors disagreed on causes of cognitive congruence (agreement = 53.90%) and social congruence (agreement = 58.49%). Tutors rated their empathy and interest toward students as the main cause. Students rated the helpfulness, effectiveness, and approachableness of the tutor as the main cause. CONCLUSIONS: Our study filled the gap in previous research on cognitive and social congruence. Consistent with theoretical considerations, it was shown that students and tutors do indeed experience cognitive and social congruence similarly. Nevertheless, differences also emerged that may carry more or less weight depending on the research question. Future studies should therefore carefully examine whether the assessment of cognitive and social congruence of students and tutors is necessary. |
format | Online Article Text |
id | pubmed-10403448 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-104034482023-08-06 Tutors´ and Students’ Agreement on Social and Cognitive Congruence in a Sonography Peer-assisted-learning Scenario Rollmann, Ivo Lauter, Jan Kuner, Charlotte Herrmann-Werner, Anne Bugaj, Till J. Friederich, Hans-Christoph Nikendei, Christoph Med Sci Educ Original Research PURPOSE: Peer-assisted learning has become an integral part within medical education and has been proven to be effective in teaching medical skills. Cognitive and social congruence are important factors that explain the effectiveness of peer-assisted learning. However, although theory suggests this, there is no study to date that demonstrates that students and tutors agree upon the level of cognitive and social congruence. Thus, we compared tutors’ and students’ perception of cognitive and social congruence and their agreement on the causes of congruence. METHODS: 36 students and 9 tutors from 9 courses were asked to answer questionnaires for their perception of cognitive and social congruence in a peer-assisted learning sonography scenario. RESULTS: Students and tutors experienced cognitive congruence (t = 0.8277, df = 8, p = .4318, 95% CI = [-0.232; 0.491]) and social congruence (t = 0.962, df = 8, p = .364, 95% CI = [-0.145; 0.354]) similarly. In contrast, students and tutors disagreed on causes of cognitive congruence (agreement = 53.90%) and social congruence (agreement = 58.49%). Tutors rated their empathy and interest toward students as the main cause. Students rated the helpfulness, effectiveness, and approachableness of the tutor as the main cause. CONCLUSIONS: Our study filled the gap in previous research on cognitive and social congruence. Consistent with theoretical considerations, it was shown that students and tutors do indeed experience cognitive and social congruence similarly. Nevertheless, differences also emerged that may carry more or less weight depending on the research question. Future studies should therefore carefully examine whether the assessment of cognitive and social congruence of students and tutors is necessary. Springer US 2023-06-09 /pmc/articles/PMC10403448/ /pubmed/37546194 http://dx.doi.org/10.1007/s40670-023-01814-y Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Original Research Rollmann, Ivo Lauter, Jan Kuner, Charlotte Herrmann-Werner, Anne Bugaj, Till J. Friederich, Hans-Christoph Nikendei, Christoph Tutors´ and Students’ Agreement on Social and Cognitive Congruence in a Sonography Peer-assisted-learning Scenario |
title | Tutors´ and Students’ Agreement on Social and Cognitive Congruence in a Sonography Peer-assisted-learning Scenario |
title_full | Tutors´ and Students’ Agreement on Social and Cognitive Congruence in a Sonography Peer-assisted-learning Scenario |
title_fullStr | Tutors´ and Students’ Agreement on Social and Cognitive Congruence in a Sonography Peer-assisted-learning Scenario |
title_full_unstemmed | Tutors´ and Students’ Agreement on Social and Cognitive Congruence in a Sonography Peer-assisted-learning Scenario |
title_short | Tutors´ and Students’ Agreement on Social and Cognitive Congruence in a Sonography Peer-assisted-learning Scenario |
title_sort | tutors´ and students’ agreement on social and cognitive congruence in a sonography peer-assisted-learning scenario |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10403448/ https://www.ncbi.nlm.nih.gov/pubmed/37546194 http://dx.doi.org/10.1007/s40670-023-01814-y |
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