Perceptions of student peer tutors in a problem-based learning programme

The use of student peer tutors is an attractive and affordable alternative in a problem-based programme. Previous literature has focused on comparing the academic performance of faculty-tutored and student-tutored groups. Thi s study used qualitative methods to examine a peer-tutoring model from the perspective of the student tutor. Students in the final semester of a two-y ear accelerated physiotherapy programme kept a reflective journal outlining their experiences in facilitating a group of peers from the same class. Co ntent analysis of 56 journals indicated that the students struggled with ba sic facilitation skills and had difficulty separating the role of student f rom that of tutor. Students also developed strategies to allow them to succ eed, were able to evaluate their performance in a positive light and appear ed to value their tutoring experience.