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Table 3 Focus group analysis of student tutors

From: Undergraduate technical skills training guided by student tutors – Analysis of tutors' attitudes, tutees' acceptance and learning progress in an innovative teaching model

MOTIVATIONS AND EXPECTATIONS APPREHENSIONS
Participation in an innovative and relevant medical education project (7)a Concernment about problems of expertise, qualification and competence (3) BEFORE
Broadening of personal competence in technical skills (7)   
Enjoyment and personal satisfaction through teaching activities (5)   
TUTORS' POSITIVE EXPERIENCES TUTORS' NEGATIVE EXPERIENCES
Pleasant learning atmosphere (7) Pretentious attitude of 'know-it-all' students (4) DURING
Continuous presence of a contact doctor (7)   
Students' sense of achievement, gratefulness and positive feedback (5)   
Delight in mutual learning (4) Inhomogeneity of participants' prior knowledge/experience in technical skills (3)  
Beneficial proportion of tutors relative to the number of students (4) Varying learning motivation among participants (2)  
Overcoming of tutors' and students' anxiety and self doubts (3)   
PROPOSALS FOR FUTURE IMPROVEMENTS MAJOR POINTS OF DISCUSSION
Changes in local infrastructure/premises (4) Financial compensation: should be paid as gratuity to give a more professional character to tutors' teaching activities, but should not be too high in order to avoid peer tutor applications based purely on financial interests (2) AFTER
More time for participants to practice further (3)   
Additional training of tutors in didactics (2)   
'Sorting' of participants according to individual prior knowledge in order to achieve more homogeneity among learners (1)   
  1. Focus group analysis was carried out with 13 peer tutors. Items are arranged according to the three introductory questions of the focus group, the time point (before, during and after tutor activity; right column) and frequencies of reference.