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Journal articles on the topic 'Peer teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Friedman, Rachel, Angela George, Miao Li, and Devika Vijayan. "Making Teaching Communal: Peer Mentoring through Teaching Squares." Papers on Postsecondary Learning and Teaching 5 (February 22, 2022): 67–74. http://dx.doi.org/10.55016/ojs/pplt.v5y2022.73172.

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Teaching can often seem like an independent endeavor, and seeking out ways to engage in dialogue and exchanges surrounding teaching can be beneficial. Opportunities to observe peers’ teaching and discuss teaching practices, challenges, and experiences with peers can lead to an increased sense of community, a fruitful exchange of ideas, and ultimately more thoughtful and effective teaching (Hendry and Oliver, 2012; Lemus-Martinez et al., 2021). One venue for such engagement is the teaching square, an exercise in which teachers observe each other’s teaching practice, typically with the goal of s

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Carroll, Lee, Shelly Pignataro, and Herminia Shermont. "Peer Teaching." Journal for Nurses in Staff Development (JNSD) 27, no. 4 (2011): 191–94. http://dx.doi.org/10.1097/nnd.0b013e3182236625.

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Klein, Shirley R. "Peer Teaching." Journal of Teaching in Marriage & Family 3, no. 2 (2003): 215–26. http://dx.doi.org/10.1300/j226v03n02_04.

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Schlegel, Claudia, and Mirdita Useini. "Peer Teaching." PADUA 18, no. 5 (2023): 258–60. http://dx.doi.org/10.1024/1861-6186/a000765.

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Zusammenfassung: Peer Teaching ist ein pädagogisches Konzept, bei dem Lernende die Rolle als Lehrende einnehmen und ihr Wissen mit ihren Mitlernenden teilen. Dies fördert ein tieferes Verständnis, nachhaltiges Lernen und bessere Kommunikationsfähigkeiten. Der Ansatz betont unterstützende Interaktionen unter Gleichgestellten und bringt Vorteile wie gestärktes Selbstvertrauen, eine positive Feedback-Kultur und die Entwicklung von Empathie und Respekt mit sich.

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Assinder, Wendy. "Peer teaching, peer learning: one model." ELT Journal 45, no. 3 (1991): 218–29. http://dx.doi.org/10.1093/elt/45.3.218.

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Spratt, Mary, and Benji Leug. "Peer teaching and peer learning revisited." ELT Journal 54, no. 3 (2000): 218–26. http://dx.doi.org/10.1093/elt/54.3.218.

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Chen, Julie Yun, Tai Pong Lam, Ivan Fan Ngai Hung, et al. "Peer-to-peer clinical teaching by medical students in the formal curriculum." Asia Pacific Scholar 8, no. 4 (2023): 13–22. http://dx.doi.org/10.29060/taps.2023-8-4/oa3093.

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Introduction: Medical students have long provided informal, structured academic support for their peers in parallel with the institution’s formal curriculum, demonstrating a high degree of motivation and engagement for peer teaching. This qualitative descriptive study aimed to examine the perspectives of participants in a pilot peer teaching programme on the effectiveness and feasibility of adapting existing student-initiated peer bedside teaching into formal bedside teaching. Methods: Study participants were senior medical students who were already providing self-initiated peer-led bedside cl

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Ghio, Stephanie. "Peer Teaching in Vocational Education: A Qualitative Analysis of Student Perceptions of Learning by Teaching." MCAST Journal of Applied Research & Practice 7, no. 1 (2023): 92–117. http://dx.doi.org/10.5604/01.3001.0053.6895.

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Peer teaching is a learning strategy based on student involvement, whereby students themselves teach fellow students. If properly structured, peer teaching can be a very effective learning technique (Leung et al. 2012).Peer learning, group work, and other activities that foster peer learning are highly encouraged at the Malta College for Arts, Science and Technology (MCAST). These activities should be structured not only to fulfil the learning outcomes but also to present learners with an opportunity to learn skills and competences that go beyond such outcomes (MCAST 2020). Peer teaching, as a

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Kumar, Dinesh, Rajasekhar S.S.S.N, and Raveendranath Veeramani. "Perceiving the effectiveness of structured peer observation of teaching among anatomy postgraduate students– single institutional experience." Research and Development in Medical Education 9, no. 1 (2020): 1. http://dx.doi.org/10.34172/rdme.2020.001.

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Background: Peer observation is one method of honing teaching skills by evaluating the presentation skills of others with a two-way process of improvement based on critical reflection.Structuring the process of peer observation helps identify gaps where individual students may err while teaching. The main aim of this initiative is to evaluate the quality of teaching among postgraduate students in one department using the principles of peer, near-peer, and faculty observation. Methods: Structured peer observation of postgraduate seminars was conducted where students’teaching skills were critica

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Zhang, Jie. "The Effectiveness of Reciprocal Peer Teaching in an EAP Class." English Language Teaching 16, no. 2 (2023): 35. http://dx.doi.org/10.5539/elt.v16n2p35.

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Peer teaching refers to the process of students teaching other students and has been applied in various contexts because of its positive impact on student academic performance as well as its social and cognitive values. Yet, most research on peer teaching tends to be long-term programmes with fixed student tutors and is mostly conducted in the field of science. This research, therefore, aims to examine the effectiveness of reciprocal peer teaching in a 50-minute EAP lesson to undergraduate students in a transnational university in China. Students alter their roles to teach and be taught by the

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Ahmad, Syed E., Gino A. Farina, Alice Fornari, Ruth Ellen Pearlman, Karen Friedman, and Doreen M. Olvet. "Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110207. http://dx.doi.org/10.1177/23821205211020762.

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Introduction: Third-year medical students traditionally receive their didactic or small group teaching sessions from clinical faculty during clerkship rotations. Near-peer teaching is increasingly recognized as an acceptable method for teaching, however most near-peer teaching takes place during the pre-clinical curriculum. We sought to determine if fourth year medical students were noninferior to faculty in facilitating small group discussions during clerkship rotations. Methods: Seventy-five third-year medical students participated in a small group session focused on rheumatologic diseases d

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İlhan, Aziz, Serdal Poçan, and Recep Aslaner. "Microteaching and Peer Assessment in Mathematics Teaching Practice." Brock Education Journal 32, no. 2 (2023): 29–57. http://dx.doi.org/10.26522/brocked.v32i2.992.

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Considering the characteristics that teachers should have, concepts such as critical thinking, active learning, taking responsibility, evaluation, analysis, self-evaluation and reflective thinking are important. In this context, micro-teaching and peer assessment methods come to the fore. Micro-teaching is defined as sharing a part of the course with peers and receiving feedback from peers or advisors. Peer assessment, on the other hand, involves providing constructive suggestions among peers, reviewing and giving feedback according to predetermined criteria. In the study, pre-service teachers

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Shaikh, Shaista. "Peer Teaching for Peer Learning and Sharing: A study on students’ attitudes towards implementing peer teaching and learning in the ESL classroom at the University of Technology and Applied Sciences." International Journal of English Language Teaching 12, no. 5 (2024): 1–17. https://doi.org/10.37745/ijelt.13/vol12n5117.

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The study reports on a collaborative peer teaching experiment conducted with a small group of English language students in a writing class at the University of Technology and Applied Sciences in Oman to assess the effectiveness of peer teaching in enhancing student engagement and learning. The study involved surveying students' experience of teaching their peers and being taught by them in an academic writing class. The survey questionnaire comprised four sections, the first three of which employed a Likert scale where '1' indicated the most affirmative response, while the fourth section was f

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Fernandez, Charles E., and Jenny Yu. "Peer Review of Teaching." Journal of Chiropractic Education 21, no. 2 (2007): 154–61. http://dx.doi.org/10.7899/1042-5055-21.2.154.

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This article provides an overview and description of peer review of teaching for faculty members and administrators who would like to implement a peer review program. This may include classroom and clinical settings. A brief overview, procedure, and a teaching competence evaluation rubric are provided.

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Redman, J. "Aids and peer teaching." Health Education Journal 46, no. 4 (1987): 150–51. http://dx.doi.org/10.1177/001789698704600404.

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Nelson, M. S. "Peer evaluation of teaching." Academic Medicine 73, no. 1 (1998): 4–5. http://dx.doi.org/10.1097/00001888-199801000-00004.

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Simpson, Ronald D. "Peer review of teaching." Innovative Higher Education 19, no. 3 (1995): 159–61. http://dx.doi.org/10.1007/bf01191216.

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Napoles, Jessica. "Relationships Among Instructor, Peer, and Self-Evaluations of Undergraduate Music Education Majors' Micro-Teaching Experiences." Journal of Research in Music Education 56, no. 1 (2008): 82–91. http://dx.doi.org/10.1177/0022429408323071.

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The author investigates relationships between instructor, peer, and self-evaluations. Undergraduate music education students each taught three micro-teaching segments. Immediately after teaching, they filled out an evaluation for themselves indicating four things they did well, one suggestion for improvement, and an effectiveness score from 1 to 10. All students in the class also completed this task, as did the instructor. Ratings were compared and correlated, and comments were analyzed to determine whether self-comments were the same as peer comments, instructor comments, both, or none. One w

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Jeker, Lia, Tanja Birrenbach, Robin Walter, and Roman Hari. "Peer-Teaching in der Ultraschall-Ausbildung – Eine Übersichtsarbeit." Praxis 109, no. 8 (2020): 631–35. http://dx.doi.org/10.1024/1661-8157/a003498.

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Zusammenfassung. Ultraschall wird zunehmend zu einem wichtigen Lerninhalt bereits im Medizin-Studium. Die Vermittlung ist jedoch sehr zeitaufwändig, weshalb viele Universitäten Peer-Teaching in der Ultraschallausbildung einsetzen. Peer-Teaching hat verschiedene Vorteile, die über das blosse Einsparen von Ausbildungsstunden rarer Fachkräfte hinausgehen: Studierende lernen von Mitstudierenden unter Umständen besser, weil ihre kognitiven Schemata kongruenter sind und sie Peers gegenüber eher ihre Lerndefizite offenbaren. Unterrichten führt zudem auch für die Peer-Teacher zu einem grossen Lerneffe

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Feng, Linlin. "On the Role of Peer Review in the Teaching of Second Language Writing." SHS Web of Conferences 171 (2023): 02013. http://dx.doi.org/10.1051/shsconf/202317102013.

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After process writing entered the field of second language writing instruction, peer review, which is one of the central elements of the review and revision stages, has received increasing attention and research. Peer review is a very important factor in process writing, enriching the teaching activities of second language writing instruction and playing an indispensable role in second language writing. Peer review can help teachers provide better diagnostic feedback, which not only reflects teachers’ teaching results and students’ own understanding of the target language, but also has a signi

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Seneviratne, Thilanka, Wathsala Edirisingha, and Wathsala Palpola. "Using peer assessment in teaching pharmacology for medical undergraduates." Asia Pacific Scholar 10, no. 3 (2025): 10–14. https://doi.org/10.29060/taps.2025-10-3/gp3589.

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Introduction: Pharmacology, though challenging, is fundamental in medical practice, necessitating effective knowledge acquisition and retention for future application. This study aims to analyse student perceptions of the newly introduced teaching method, peer assessment, to enhance pharmacology teaching. Method: Eighty-six third-year medical students of the Faculty of Medicine, University of Peradeniya participated in the peer assessment. They were divided into two groups of 40-45 and a case scenario in pharmacology was given to answer. Three volunteers from each group presented the answers.

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R. Gewirtz, Sarah. "Evaluating an instruction program with various assessment measures." Reference Services Review 42, no. 1 (2014): 16–33. http://dx.doi.org/10.1108/rsr-03-2013-0019.

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Purpose – The aim of this paper is to demonstrate how the author's library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve teaching effectiveness and increase sharing among librarians of ideas and techniques used in first-year student sessions. Design/methodology/approach – This paper describes the various measures of assessment (peer-to-peer, student feedback and self-reflection) that the College of St Benedict (CSB) and St John's University (SJU) Libraries implemented in 2011. The methods were used to improve teaching by listening to p

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Prihantini and Ranu Sudarmansyah. "Students' Perception of Peer-teaching Method in Training Teaching Skills of Prospective Elementary School Teachers." International Journal of Educational Research Excellence (IJERE) 3, no. 1 (2024): 439–43. http://dx.doi.org/10.55299/ijere.v3i1.927.

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This study explores students' responses to how the peer teaching method in microteaching lectures can provide teaching skills to become elementary school teachers. The research applied a quantitative descriptive method by analyzing questionnaire instruments distributed to 35 elementary school teacher education students who took microteaching courses in the fourth semester. Data collection used a closed-ended questionnaire instrument and focus group discussions to identify teaching skills that are still needed by students to be trained through peer teaching. The results of the data analysis sho

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Arisoy, Huseyin. "Striking the balance in peer‐to‐peer teaching." Clinical Teacher 18, no. 6 (2021): 685–86. http://dx.doi.org/10.1111/tct.13434.

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Smith, Shelley L. "Peer Collaboration: Improving Teaching through Comprehensive Peer Review." To Improve the Academy 33, no. 1 (2014): 94–112. http://dx.doi.org/10.1002/tia2.20007.

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Setiawan, Agung, Wa Muna, and Meidias Abror Wicaksono. "Istikhdâm Tarîqah Tadrîs al-Aqrân fî Ta’lîm Mahârah al-Kalâm." Jurnal Alfazuna : Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 7, no. 2 (2023): 134–47. http://dx.doi.org/10.15642/alfazuna.v7i2.2710.

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Purpose- The research aims to know the implementation of the process of teaching speaking skill in a peer-teaching method in the Department of Arabic Language Education Sunan Kalijaga State Islamic University Yogyakarta and Kendari State Islamic University. Design/ Metodology/ Approach- This research is a descriptive qualitative research in which the respondents in this study were lecturers and students of speaking skills from UIN Sunan Kalijaga and IAIN Kendari. Data collection uses the method of observation and documentation. Data were analyzed with descriptive analytical method. Findings- T

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Triassanti, Risa, Christina Innocenti Tumiar Panggabean, and Mansur Mansur. "Peer-feedbacks based application in teaching speaking and students’ perception towards peer-feedbacks." Journal of Applied Studies in Language 7, no. 1 (2023): 99–106. http://dx.doi.org/10.31940/jasl.v7i1.99-106.

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Most of the students in EFL classes have less exposure and chances to speak with friends and colleagues in English. In the present study, students were situated on video. The peer feedback-based application was employed for guiding students to provide comments on peers' speaking performance. In order to investigate peer feedback, an online observation was conducted in the English education study program, online class. The online questionnaire was also done to recognize the students’ perceptions of peer feedback. The study results reveal some steps done in doing the peer-feedback-based applicat

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Knight, Jennifer K., and Cynthia J. Brame. "Peer Instruction." CBE—Life Sciences Education 17, no. 2 (2018): fe5. http://dx.doi.org/10.1187/cbe.18-02-0025.

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Peer instruction, a form of active learning, is generally defined as an opportunity for peers to discuss ideas or to share answers to questions in an in-class environment, where they also have opportunities for further interactions with their instructor. When implementing peer instruction, instructors have many choices to make about group design, assignment format, and grading, among others. Ideally, these choices can be informed by research about the impact of these components of peer instruction on student learning. This essay describes an online, evidence-based teaching guide published by C

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Hielscher, Abigail C., and Stephen Everse. "Virtual peer teaching in the gross anatomy lab: a format of peer teaching and learning during the COVID-19 pandemic." MedEdPublish 12 (March 9, 2023): 48. http://dx.doi.org/10.12688/mep.19178.2.

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Background: Peer teaching is a powerful educational tool utilized in medical school curricula. Previously, first year medical students taught their peers about the gross anatomical structures they had dissected in the anatomy lab. While this strategy provided an opportunity for students to learn from one another, there were unintended outcomes including difficulty engaging all students. Considering these observations, along with needing to limit student numbers in the lab due to the coronavirus disease 2019 (COVID-19) pandemic, a strategy was developed where students could conduct their anatom

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Balla, Babikir Abdelmaroof Ahmed. "Reciprocal Peer Evaluation of Teaching and Classroom Practices: attitude, impediments, and solutions: A case study of Sudanese faculty members at University of Shendi, Sudan." International Journal of English Language Teaching 13, no. 1 (2025): 73–84. https://doi.org/10.37745/ijelt.13/vol13n17384.

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This study seeks information on Sudanese faculty members’ attitude to reciprocal peer evaluation of teaching. In addition, the study endeavors to investigate which impediments matter most and which matter less to Sudanese faculty members regarding their engagement in reciprocal peer review of teaching and to suggest solutions to them. In view of these ends, a questionnaire was designed and administered to fifty faculty members at Shendi University. The study found out that Sudanese faculty members, in principle, embrace reciprocal peer evaluation of teaching, and the impediment that matters mo

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Balla, Babikir Abdelmaroof Ahmed. "Reciprocal Peer Evaluation of Teaching and Classroom Practices: Attitude, Impediments, And Solutions: A Case Study of Sudanese Faculty Members at University of Shendi, Sudan." International Journal of English Language Teaching 12, no. 5 (2024): 115–26. https://doi.org/10.37745/ijelt.13/vol12n5115126.

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This study seeks information on Sudanese faculty members’ attitude to reciprocal peer evaluation of teaching. In addition, the study endeavors to investigate which impediments matter most and which matter less to Sudanese faculty members regarding their engagement in reciprocal peer review of teaching and to suggest solutions to them. In view of these ends, a questionnaire was designed and administered to fifty faculty members at Shendi University. The study found out that Sudanese faculty members, in principle, embrace reciprocal peer evaluation of teaching, and the impediment that matters mo

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Prezas, Raul, Mark Shaver, Tara Carlson, J. Scott Taylor, and Rosalind Scudder. "Peer Review of Teaching: Multiple Raters." Perspectives on Issues in Higher Education 12, no. 2 (2009): 59–63. http://dx.doi.org/10.1044/ihe12.2.59.

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Abstract Peer review of teaching is relatively new in many academic programs. Primarily focused on formative, rather than summative, assessment, peer reviews differ in types of artifacts and teaching behaviors observed during the review. The purpose of this study was to begin a preliminary investigation of peer review of teaching among internal faculty. Two faculty members in the Department of Communication Sciences and Disorders (CSD) at Wichita State University participated in this study. Both instructors agreed to have one class session each videotaped within the same week. Two comparable 1

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Diasti, Krismalita Sekar. "Pre-service Teachers’ Responses to Peer Spoken Feedback in Micro Teaching Class." Journal of English Education 5, no. 1 (2020): 40–48. http://dx.doi.org/10.31327/jee.v5i1.1211.

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Feedback has been investigating for many years. Previous studies have proved that feedback is a powerful tool which teacher can use to foster students’ achievement. Students can obtain feedback from their peers, teachers, or themselves as a reflection. Feedback can be given through different mode, namely, written or spoken. This survey research aims to examine pre-service teachers’ responses to peer spoken feedback in micro teaching class. This research was conducted in Micro Teaching class F at English Language and Education Study Program of Sanata Dharma University. There were twenty-three p

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Handayani, Mutia. "Peer Teaching Process in English Subject at SMPN 4 Langsa." JADEs Journal of Academia in English Education 2, no. 2 (2022): 151–62. http://dx.doi.org/10.32505/jades.v2i2.3726.

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The focus of this study is an attempt to figure out the peer teaching process inEnglish subject in pandemic situation at SMPN 4 Langsa. Peer teaching methodis a teaching method for delivering subject material with the peers’ help. In thisresearch, the researcher used phenomenology approach of qualitative research.The process of collecting data was done by applying the interview, observationand questionnaire. The questionnaires were conducted to 30 respondents from theeighth-grade students at SMPN 4 Langsa, while the interview and observationwere conducted to 4 respondents from the eighth grade

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Mustofa, Ali. "Peer Teaching dalam Pembelajaran Sejarah Kebudayaan Islam Masa Pandemi Covid 19 di MA Al-Urwatul Wutsqo Diwek Jombang." Attanwir : Jurnal Keislaman dan Pendidikan 13, no. 1 (2022): 105–19. http://dx.doi.org/10.53915/jurnalkeislamandanpendidikan.v13i1.152.

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Thelearning method peer teaching during a pandemic is very effective, it is an alternative that can be used by teachers because it has high dynamics of motivation so that it is expected to increase student learning motivation. Students do not meet the teacher but meet their peers at home. The results of the study stated, 1). SKI learning planning, namely the teacher designs the material that is conveyed, determines peer tutors, trains peer tutors, 2). Implementation of peer teaching at MA Al-Urwatul Wutsqo, teachers form groups, peer tutors explain the material, teachers supervise the learning

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Lomas, Laurie, and Gill Nicholls. "Enhancing Teaching Quality Through Peer Review of Teaching." Quality in Higher Education 11, no. 2 (2005): 137–49. http://dx.doi.org/10.1080/13538320500175118.

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Fuaddi, Fuaddi, Tomoliyus Tomoliyus, Pamuji Sukoco, and Soni Nopembri. "The Enjoyable Physical Education Learning to Improve Students’ Motivation and Learning Achievement." Physical education, sport and health culture in modern society, no. 1 (49) (March 31, 2020): 50–59. http://dx.doi.org/10.29038/2220-7481-2020-01-50-59.

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Topicality. The using of appropriate learning model is the key in creating an effective, conducive, and enjoyable learning. Therefore, the supporting of teachers’ learning literacy model becomes a research field should be renewed and improved. Research Purpose. The purposes of this research are: (a) to know how peer teaching can give motivation and improve the learning achievement of students. (b) The things should be noticed in implementing the peer teaching method. Methods. The method used in this research was literature study using research steps by Wolfswinkel et al. Research Result. The r

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Robinson, Kirk S. "The influence of neoliberalism on graduate student teaching preparation: a structural, interactionist study." Studies in Graduate and Postdoctoral Education 11, no. 3 (2020): 295–310. http://dx.doi.org/10.1108/sgpe-09-2019-0076.

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Purpose The purpose of this study initially was to explore how graduate teaching assistants’ (GTAs) peer-to-peer interactions in a teaching development seminar (TEAC 530, offered at Midwestern State University) shaped their experiences in the seminar. However, as this study unfolded, the author learned that the neoliberal social structure enveloping TEAC 530 informed how GTAs interacted with their peers. It became necessary to interrogate how the seminar, against a neoliberal backdrop, shaped GTAs’ interactions. Design/methodology/approach Using an ethnographic methodological approach, this in

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Kgwefane, Tshepo Andrew, and Gosiame Setogile Masimega. "Assessing the Efficacy of Peer Teaching as an Alternative to Teaching Practice." International Journal on Studies in Education 6, no. 1 (2023): 126–41. http://dx.doi.org/10.46328/ijonse.180.

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Globally, the outbreak of the Covid-19 negatively affected human beings across all spheres of live. Higher education was one of the hardest hit sectors as schools closed. In place of the traditional school-based teaching practice, teacher interns did peer teaching. The study used the pedagogical content knowledge framework to assess the effectiveness of peer teaching as a replacement for school-based teaching practice. Questionnaires, interviews and group discussions were used to collect data. The results indicated that peer teaching is a useful strategy to introduce teacher interns to the art

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Ishchenko, Olga, and Olga Verkhovtsova. "Peer Feedback versus Traditional Teaching." JET (Journal of English Teaching) 5, no. 2 (2019): 115. http://dx.doi.org/10.33541/jet.v5i2.1065.

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The choice of methods of teaching English depends on the specific features of the subject being taught, certain didactic tasks, student knowledge, specific situations, real means that the teacher has and his experience. The traditional school often represents the teacher as an active unit of learning and the teaching - as an object of learning (passive unit). However, this situation, in the process of learning, can and must change. Especially when the student also becomes an active participant in the learning process and there is targeted cooperation between the teacher and the student. Thanks

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Velez, Jonathan, Jamie Cano, and Susie Whittington. "Cultivating Change Through Peer Teaching." Journal of Agricultural Education 52, no. 1 (2011): 40–49. http://dx.doi.org/10.5032/jae.2011.01040.

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Skinner, Michael E., and Frances C. Welch. "Peer Coaching for Better Teaching." College Teaching 44, no. 4 (1996): 153–56. http://dx.doi.org/10.1080/87567555.1996.9932346.

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M'mworia, Damaris K. "Peer Teaching with Student Assistants." Teaching Theology & Religion 12, no. 3 (2009): 251. http://dx.doi.org/10.1111/j.1467-9647.2009.00529.x.

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Doumouras, Aristithes, Raphael Rush, Anthony Campbell, and David Taylor. "Peer-assisted bedside teaching rounds." Clinical Teacher 12, no. 3 (2015): 197–202. http://dx.doi.org/10.1111/tct.12296.

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Fry, Heather, and Clare Morris. "Peer observation of clinical teaching." Medical Education 38, no. 5 (2004): 560–61. http://dx.doi.org/10.1111/j.1365-2929.2004.01869.x.

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Durning, Steven J., and Olle Th J. ten Cate. "Peer teaching in medical education." Medical Teacher 29, no. 6 (2007): 523–24. http://dx.doi.org/10.1080/01421590701683160.

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Hekelman, Francine P., Stephen P. Flynn, Pamela B. Glover, Sim S. Galazka, and J. Arch Phillips. "Peer Coachng in Clinical Teaching." Evaluation & the Health Professions 17, no. 3 (1994): 366–81. http://dx.doi.org/10.1177/016327879401700309.

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Heinrich, Kathleen T., and Mary Woods Scherr. "Peer Mentoring for Reflective Teaching." Nurse Educator 19, no. 4 (1994): 36–41. http://dx.doi.org/10.1097/00006223-199407000-00013.

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Hatcher, Sherry L., C. Comfort Shields, Elizabeth E. Wierba, Juliet L. Hatcher-Ross, and Steven J. Hanley. "College Peer Counselor Teaching Modalities." Teaching of Psychology 41, no. 4 (2014): 345–48. http://dx.doi.org/10.1177/0098628314549708.

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Plimmer, Beryl, and Robert Amor. "Peer teaching extends HCI learning." ACM SIGCSE Bulletin 38, no. 3 (2006): 53–57. http://dx.doi.org/10.1145/1140123.1140141.

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