Qualitative evaluation reveals the benefits and challenges of near-peer research mentoring for planning undergraduates, highlighting pathways to improve interdisciplinary research training.
This article describes planning students’ experiences of an interdisciplinary near-peer research-mentoring program in the context of experiential learning. A group of final-year undergraduate planning students, who were required to conduct research and write a report, were mentored by master’s degree students in research psychology. Data obtained from independent focus group discussions with two cohorts of students yielded three themes. The merits and demerits of near-peer research mentoring are presented, and planning lecturers’ approach to improving students’ research skills by providing similar (especially interdisciplinary) programs is considered.
No takes yet. Share an insight, caveat, or question.
Wagner et al. (2023) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: