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

Author

Listed:
  • Teresa Loda
  • Rebecca Erschens
  • Hannah Loenneker
  • Katharina E Keifenheim
  • Christoph Nikendei
  • Florian Junne
  • Stephan Zipfel
  • Anne Herrmann-Werner

Abstract

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.

Suggested Citation

  • Teresa Loda & Rebecca Erschens & Hannah Loenneker & Katharina E Keifenheim & Christoph Nikendei & Florian Junne & Stephan Zipfel & Anne Herrmann-Werner, 2019. "Cognitive and social congruence in peer-assisted learning – A scoping review," PLOS ONE, Public Library of Science, vol. 14(9), pages 1-15, September.
    • Handle: RePEc:plo:pone00:0222224
    DOI: 10.1371/journal.pone.0222224
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    2. Alessandro Liberati & Douglas G Altman & Jennifer Tetzlaff & Cynthia Mulrow & Peter C Gøtzsche & John P A Ioannidis & Mike Clarke & P J Devereaux & Jos Kleijnen & David Moher, 2009. "The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-28, July.
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    1. Ester Orsini & Marilisa Quaranta & Giulia Adalgisa Mariani & Sara Mongiorgi & Lucio Cocco & Anna Maria Billi & Lucia Manzoli & Stefano Ratti, 2021. "Near-Peer Teaching in Human Anatomy from a Tutors’ Perspective: An Eighteen-Year-Old Experience at the University of Bologna," IJERPH, MDPI, vol. 19(1), pages 1-17, December.

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