The Experiences and Attitudes of Student Tutors to Peer Tutoring in the Class Time of the Gynecology and Infertility Course - Article 6 - 66-78

Oct 15, 2026

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This study examined the experiences and attitudes of midwifery student tutors during scheduled class time in a gynecology and infertility course. Sixty-one female students (2016–2019) who had passed the course participated as both tutors and tutees. Experiences were measured using a five-point Likert-type questionnaire with 17 items across six domains. Mean scores, frequencies, and positive/negative attitude percentages were calculated, showing favorable experiences and strongly positive attitudes toward peer teaching across all domains. Class-time role-changing tutoring is proposed as an alternative to traditional peer tutoring.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Background

Collaborative learning and teamwork in healthcare

Teaching skills and active learning for healthcare students

Peer-assisted learning and related concepts

Journal of Peer Learning | Volume 15 | Article 6 | | --- | --- | | Winter 2022
The Experiences and Attitudes of Student Tutors to Peer Tutoring in the Class Time of the Gynecology and Infertility Course
Mitra Safari
Yasuj University of Medical Sciences, Iran, [mitrasafari39@gmail.com](mitrasafari39@gmail.com)[ ](mitrasafari39@gmail.com)Behrouz Yazdanpanah
Shahrzad Yazdanpanah Shamila Yazdanpanah
Follow this and additional works at: [https://ro.uow.edu.au/ajpl](https://ro.uow.edu.au/ajpl)
Acknowledgment The authors would like to thank the Research Council, the Council of Education and Development Center of the Yasuj University of Medical Sciences, and the undergraduate midwifery students for their participation and cooperation. | | Recommended Citation Safari, Mitra; Yazdanpanah, Behrouz; Yazdanpanah, Shahrzad; and Yazdanpanah, Shamila, The Experiences and Attitudes of Student Tutors to Peer Tutoring in the Class Time of the Gynecology and Infertility Course, Journal of Peer Learning, 15, 2022, 66-78. Available at:[https://ro.uow.edu.au/ajpl/vol15/iss1/6](https://ro.uow.edu.au/ajpl/vol15/iss1/6) Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [research-pubs@uow.edu.au](research-pubs@uow.edu.au) The Experiences and Attitudes of Student Tutors to Peer Tutoring in the Class Time of the Gynecology and Infertility Course Cover Page Footnote Acknowledgment The authors would like to thank the Research Council, the Council of Education and Development Center of the Yasuj University of Medical Sciences, and the undergraduate midwifery students for their participation and cooperation. This article is available in Journal of Peer Learning: [https://ro.uow.edu.au/ajpl/vol15/iss1/6](https://ro.uow.edu.au/ajpl/vol15/iss1/6) Safari, Yazdanpanah, Yazdanpanah, and Yazdanpanah 66 Journal of Peer Learning (2022) Vol 15: 66–78 The Experiences and Attitudes of Student Tutors to Peer Tutoring in the Class Time of the Gynecology and Infertility Course Mitra Safari, Behrouz Yazdanpanah, Shahrzad Yazdanpanah, and Shamila Yazdanpanah Abstract This study was conducted to examine experiences and attitudes of midwifery student tutors during scheduled class time. Sixty-one students from 2016 to 2019, who passed the gynecology and infertility course, participated in this study as student tutors and tutees. Students’experiences were investigated with a five-point Likert-type rating scale questionnaire including 17 items in six domains. The average score, frequency, and percentage of positive and negative attitude were calculated in each domain. All participants were female with an average age of 26.3 years. Average student experiences were favorable, and their attitudes towards peer teaching were overwhelmingly positive in all domains. Class-time peer tutoring programs where students change their roles as teacher and student may be regarded as an alternative to traditional peer tutoring programs. Background Collaborative learning and teamwork are core competencies that impact quality of healthcare (Rosen et al. , 2018) . Collaborative learning is broadly defined as “students working in groups of two or more, mutually searching for knowledge, solutions, meanings, completing a task, or creating a product (Smith & MacGregor, 1992, p. 1) . During collaborative learning, students have the opportunity to develop skills in managing their learning while interacting with peers to discuss and debate concepts that will promote higher-order cognitive reasoning (Pervaz et al. , 2020) . On graduation, healthcare professionals are expected to supervise, teach, facilitate, assess, and provide feedback to colleagues, not only within their own discipline or profession but also across disciplines within the health profession (Burgess & McGregor, 2018) . Consequently, access to teaching skills is necessary for midwifery and other h

FAQs

Who participated in the study and what roles did they play?

The study involved 61 female midwifery students who had passed the gynecology and infertility course. Participants took part as both student tutors and tutees during scheduled class time.

How were student experiences and attitudes measured?

Experiences were assessed with a five-point Likert-type questionnaire containing 17 items across six domains. The study calculated average scores, frequencies, and the percentages of positive and negative attitudes for each domain.

What were the overall findings about tutors’ attitudes toward peer teaching?

Average student experiences were favorable, and attitudes toward peer teaching were overwhelmingly positive across all domains. The results indicate strong acceptance of class-time peer tutoring where students alternate roles.

Oct 15, 2026

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