An operational solution to supplemental instruction session design and quality control


  • Hunter Sowell Department of Pharmacy, University of Louisville Hospital, Louisville, Kentucky, United States
  • Lindsey McInturff Lipscomb University College of Pharmacy, Nashville, Tenessee, United States
  • Sarah P. Collier Lipscomb University College of Pharmacy, Nashville, Tenessee, United States



Peer tutoring, Peer-assisted learning, peer-assisted study session, Student success, Supplemental instruction


Background: Supplemental Instruction (SI) is a peer-led academic support program and form of pre-remediation assistance. One challenge to SI adoption is the absence of session design recommendations and mechanisms of quality control. Herein, a data-informed operational framework is presented resulting in consistent weekly session design and an increase in collaboration between SI leaders and their course faculty.  

Methods: Sessions in the fall of 2020 were hosted on Zoom in support of a Microbiology and Immunology course. Greater than 44% of program year one (PY1) students voluntarily attended an SI session. Pre-and post-quiz assessments used Mentimeter, an audience polling platform.    

Results: A mean of 25.2% aggregate performance improvement was found between the pre-quiz and post-quiz assessment data.     

Conclusion: The quiz assessment results immediately informed personalised content review during each session and empowered feedback integration between the peer leader and faculty. The framework described improves a well-established program and is widely adaptable to any course offering.


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How to Cite

Sowell, H., McInturff, L. M., & Collier, S. P. (2023). An operational solution to supplemental instruction session design and quality control. Pharmacy Education, 23(1), p. 262–268.



Research Article