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This study explores the effects of a student tutoring programme focusing on self-regulated learning.
As part of these, we explored the effects of participation in the existing cross-year peer tutoring programme on volunteer tutors' skills and attitudes.
This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor') on volunteer tutors' own skills and on their attitudes towards teachers and teaching.
This study offers insight into the characteristics and motivations of a group of final year medical students who voluntarily took part in a cross-year peer tutoring programme, and into the effects of participation on their perceptions of their skills and their attitudes towards teachers and teaching.
In 2001, a voluntary cross-year peer tutoring programme, 'OSCE tutor', was introduced to the undergraduate medical course at the University of Birmingham as an option within a six week Student Selected Component SSCC) in which final year students organise their own sequence of learning activities.
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To cut costs, some parents have switched to tutoring programmes.
The need to keep up means ever-younger children are in tutoring programmes.
Some authors have recommended that tutors on cross-year peer tutoring programmes should be volunteers in order to allow less high achieving students to participate [ 9].
Previous studies have shown that cross year peer tutoring programmes in medical education can enhance the skills of volunteer tutors and learners alike [ 2, 4, 8].
The 2004 05 OSCE tutor programme was used for our study.
Post SSC reports indicated that 94 students actually taught on the OSCE tutor programme.
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