Exploring the Experience of Peer Clinical Tutoring at the Faculty of Dental Medicine, Casablanca: A Study of Tutees’ and Tutors’ Perceptions

Introduction: During the 2020/2021 academic year, the Faculty of Dental Medicine in Casablanca implemented a peer tutoring program for students on clinical rotation in the pediatric dentistry department. Objective: To assess the perceptions of tutors and tutees regarding the tutoring system and identify potential improvements. Method: A mixed-method descriptive cross-sectional study was conducted. Quantitative data were collected using self-administered paper questionnaires. The qualitative part consisted of focus groups with 30 students, equally divided between 15 tutors and 15 tutees. Quantitative data were analyzed using SPSS software, while qualitative data were analyzed using MAXQDA software. Results: A total of 213 students participated in the study, with response rates of 95.4% for tutees and 97.7% for tutors. 72.2% of tutees expressed high levels of satisfaction with the quality of support provided. Tutors contributed to improving tutees’ understanding of operative protocols, practical tips, and confidence. 78.1% of tutors were satisfied with the program. 65.1% of tutees and 44.7% of tutors supported expanding tutoring to other disciplines. However, tutors identified challenges, including unclear roles, insufficient preparation, and inadequate recognition of their efforts. Tutees reported a lack of involvement from some tutors and an insufficient number of tutors. Conclusion: The study suggests that peer tutoring is a valuable strategy for promoting collaborative learning and improving clinical skills but requires careful planning to address the challenges identified. Recommendations from tutors include providing clear guidelines on their role, offering training, and recognizing their efforts. Tutees recommend a tutor rotation system, expanding tutoring to other disciplines, increasing the number of tutors, and providing more autonomy.