Contributions and challenges of peer teaching in occupational therapy students when conducting a socio-educational intervention project
DOI:
https://doi.org/10.1590/2526-8910.ctoAO287637353Keywords:
Paired-Associate Learning, Mentors, Teachers, StudentsAbstract
Introduction: The versatility of peer tutoring is an attribute that allows this teachinglearning strategy to be used to meet different needs of university students, however, there is still a knowledge gap regarding its contributions when combined with other teaching methodologies. Objective: Analyze the contributions and challenges of peer tutoring when used as a learning support methodology in the framework of a socioeducational intervention project to reduce public stigma towards people with a psychiatric diagnosis. Methodology: Qualitative methodology producing data through an online questionnaire answered by 80 students, six peer tutors and six teachers participating in the experience. The data was subjected to a thematic content analysis. Results: Three central topics emerge: 1) attributes of peer tutoring that favor learning; 2) relationships between peer tutoring and project-based learning and 3) aspects that interfere with learning during a project. Conclusions: Peer mentoring is a strategy that used in the framework of project-based learning provides effective and meaningful support for the successful implementation of a socio-educational intervention. It is essential to prepare the mentors in their work by generating spaces for permanent feedback with the teaching staff to strengthen their cognitive and attitudinal competences, at the same time, it is necessary to train the mentees about the specific purposes of this strategy.
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