Multiple Benefits Derived from a Peer Teacher Program in Two Undergraduate Microbiology Lab Courses

Abstract

A peer teaching program was implemented to alleviate the problem of a limited number of lab instructors attempting to teach large numbers of students in two different undergraduate microbiology lab courses. The benefit of having peer teachers was immediately obvious to the lab instructors, faculty and staff who were responsible for conducting the labs, but it was soon evident that there were also benefits for everyone else involved in the program. The students enrolled in the labs reported that having peer teachers in the lab enhanced their learning, and they felt comfortable receiving help from a peer teacher who had recently completed the course. The peer teachers discovered that they gained valuable experience and confidence while teaching other students, and they appreciated the chance to gain hands-on experience. The lab instructors received the qualified help they needed in order to give more individual attention to the large numbers of students in the labs. The feedback from this program has been positive from everyone involved.