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At present, hardly anything has been scientifically documented about tutors' preparatory practice - neither in terms of concrete implementation practice nor in terms reflection of learning theory. For example, it is not clear whether corresponding measures are also offered in health professions next to medical professions and how they are structured. It is also unclear whether the preparation of the tutors influences the effect factors of PAL and if so, to what extent this happens. Against this background, the project aims to contribute to the further development of empirical educational research in the health professions.


April 2020 – September 2024

Project results

Herinek D, Woodward-Kron R, Ewers M (2022): Preparing tutors for interprofessional peer-assisted learning in health professions education (Prep4TUT): A mixed-methods study protocol. Journal of Interprofessional Care, DOI: 10.1080/13561820.2022.2066072

Herinek D, Woodward-Kron R, Huber M, Helmer SM, Körner M, Ewers M (2022): Interprofessional peer-assisted learning and tutor training practices in health professions education – A snapshot of Germany. PLoS ONE 17(12): e0278872. DOI:

Herinek D, Woodward-Kron R, Ewers M (submitted): “Between formulas and freestyle” – A qualitative analysis of peer tutor preparation and its impact on peer relations.

Herinek D, Ewers M, Woodward-Kron R: Interprofessional peer-assisted learning and tutor training – What’s happening in Germany? AMEE Conference, 31.08.2022, Lyon.


This dissertation is carried out in cooperation with the University of Melbourne, in particular with Prof. Robyn Woodward-Kron, and is co-supervised by her.

Project coordination / Supervisor