A Programmatic Approach to Peer-Led Tutoring to Assist Students in Academic Difficulty

Abstract

Objective. To evaluate a peer-led tutoring program to assist students in academic difficulty in the didactic curriculum across multiple courses using one-on-one and large group peer-led sessions, and to evaluate the academic performance and perceptions of students in this program.

Methods. This study involved student pharmacists in their second through fourth professional year (P2 – P4) who served as tutors, and P1 – P3 tutees. Tutoring was offered in multiple didactic courses using one-on-one and large group peer-led sessions. Didactic curriculum completion rates and perceptions of the program were assessed.

Results. A total of 463(47%) P1 – P3 student pharmacists utilized the one-on-one or large group peer-led tutoring services in 28 courses across four academic years. Tutored students had a lower grade distribution compared to non-tutored students suggesting a more at-risk group for academic failures and dismissals. Despite this, the didactic curriculum completion rate was comparable between tutored and the non-tutored students during the study period, suggesting a benefit of the program in reducing academic dismissals of the at-risk tutored students. On the perceptions survey, 95% of respondents felt they improved their study habits and 92% felt more confident in their ability to succeed.

Conclusion. This peer-led tutoring program appeared to be successful in providing comparable didactic curriculum completion rates of tutored students who were an at-risk group for academic failures and dismissals compared with non-tutored students. The tutoring program structure and design may be a useful tool for other colleges of pharmacy as they seek ways to assist students.