Cognitive and social congruence in peer-assisted learning - A scoping review

This scoping review presents an overview of cognitive and social congruence in peer assisted learning (PAL), as the positive effects of PAL have been shown to rely on these critical factors. The scoping review followed the guidelines of the preferred reporting items for systematic reviews and meta-a...

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Bibliographic Details
Published in:PloS one 2019-09, Vol.14 (9), p.e0222224-e0222224
Main Authors: Loda, Teresa, Erschens, Rebecca, Loenneker, Hannah, Keifenheim, Katharina E, Nikendei, Christoph, Junne, Florian, Zipfel, Stephan, Herrmann-Werner, Anne
Format: Article
Language:English
Subjects:
Analysis
Biology and Life Sciences
Cognition
Cognitive ability
Core curriculum
Curricula
Curriculum
Health
Health sciences
Hospitals
Humans
Learning
Literature reviews
Mathematical analysis
Medical education
Medical students
Medicine
Medicine and Health Sciences
Mental disorders
Meta-analysis
Methods
Peer counseling
Peer Group
Peer tutoring
People and Places
Physical Sciences
Problem based learning
Psychological aspects
Psychosomatic medicine
Psychotherapy
Research and Analysis Methods
Reviews
Social aspects
Social discrimination learning
Social Sciences
Student organizations
Students - psychology
Studies
Teachers
Teaching methods
Training
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Summary:This scoping review presents an overview of cognitive and social congruence in peer assisted learning (PAL), as the positive effects of PAL have been shown to rely on these critical factors. The scoping review followed the guidelines of the preferred reporting items for systematic reviews and meta-analyses (PRISMA) statement. Databases were systematically searched for articles that focus on PAL and cognitive and social congruence. Participants of the studies included were medical, health science, polytechnic, law and paramedic students. Studies that assessed cognitive and social congruence by questionnaires with a 5-point Likert scale were regarded for meta-analytic pooling. Sixteen of 786 identified articles were included in the review, whereof 9 studies were considered for meta-analytic pooling. The meta-analytic pooling showed that tutees tend to see their student tutors as cognitively (Mweighted = 3.84; range of Mweighted = 2.69-4.56) and socially congruent (Mweighted = 3.95; range of Mweighted = 2.33-4.57). Further, characteristics of student tutors are summarized. This scoping review presents an overview and operationalization of cognitive and social congruence in PAL. Based on the presented meta-analytic pooling, cognitive and social congruence were found to represent relevant key factors in the PAL context. Thus, this theoretical background should be acknowledged as a core concept for tutorials within the medical curriculum.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0222224