Educational innovation in a research seminar in occupational therapy: experiences of teachers and students in peer tutoring

Abstract

Introduction: Training undergraduate students in research competencies has traditionally posed a challenge to teaching practice, requiring constant innovation in pedagogical strategies. Objective: To implement an educational innovation in the research seminar course of an occupational therapy program through a pilot of the peer tutoring strategy. Method: This study describes an innovative experience in a research seminar involving three fifth-year peer tutors who had completed the course in the previous year, 11 fourth-year students, and two faculty advisors, all of whom participated voluntarily. Results: The innovation project consisted of five activities: (1) diagnosis of needs and competencies required for peer tutoring; (2) selection of peer tutors for the research course; (3) training in qualitative research; (4) implementation of face-to-face peer tutoring sessions to strengthen research competencies; and (5) evaluation of the results achieved through peer tutoring. Conclusion: The pedagogical experience of peer tutoring as an educational innovation confirmed that peer engagement reinforces content and fosters a positive environment for conducting research in occupational therapy.