title: Voluntary peer-led exam preparation course for international first year students: Tutees' perceptions.
abstract: BACKGROUND
  While the number of international students has increased over the last decade, such students face diverse challenges due to language and cultural barriers. International medical students suffer from personal distress and a lack of support. Their performance is significantly lower than non-international peers in clinical examinations. We investigated whether international students benefit from a peer-led exam preparation course.
  
  
  METHODS
  An exam preparation course was designed, and relevant learning objectives were defined. Two evaluations were undertaken: Using a qualitative approach, tutees (N = 10) were asked for their thoughts and comments in a semi-structured interview at the end of the semester. From a quantitative perspective, all participants (N = 22) were asked to complete questionnaires at the end of each course session.
  
  
  RESULTS
  International students reported a range of significant benefits from the course as they prepared for upcoming exams. They benefited from technical and didactic, as well as social learning experiences. They also considered aspects of the tutorial's framework helpful.
  
  
  CONCLUSIONS
  Social and cognitive congruence seem to be the key factors to success within international medical students' education. If tutors have a migration background, they can operate as authentic role models. Furthermore, because they are still students themselves, they can offer support using relevant and understandable language.
authors.affiliation: Department for General Internal and Psychosomatic Medicine, Centre for Psychosocial Medicine, University Hospital of Heidelberg, Thibautstraße 2, 69115, Heidelberg, Germany. Daniel.Huhn@med.uni-heidelberg.de.
authors.forename: Daniel
authors.initials: D
authors.lastname: Huhn
authors.affiliation: Institute for History and Ethics in Medicine, Ruprecht-Karls-University Heidelberg, Heidelberg, Germany. Wolfgang.Eckart@histmed.uni-heidelberg.de.
authors.forename: Wolfgang
authors.initials: W
authors.lastname: Eckart
authors.affiliation: Tutors of Heidelberg's Tutorial for International Medical Students (HeiTiMed), Ruprecht-Karls-University Heidelberg, Heidelberg, Germany. KianushJazi@hotmail.com.
authors.forename: Kianush
authors.initials: K
authors.lastname: Karimian-Jazi
authors.affiliation: Tutors of Heidelberg's Tutorial for International Medical Students (HeiTiMed), Ruprecht-Karls-University Heidelberg, Heidelberg, Germany. Ali.Nimer@gmail.com.
authors.forename: Ali
authors.initials: A
authors.lastname: Amr
authors.affiliation: Department for General Internal and Psychosomatic Medicine, Centre for Psychosocial Medicine, University Hospital of Heidelberg, Thibautstraße 2, 69115, Heidelberg, Germany. Wolfgang.Herzog@med.uni-heidelberg.de.
authors.forename: Wolfgang
authors.initials: W
authors.lastname: Herzog
authors.affiliation: Department for General Internal and Psychosomatic Medicine, Centre for Psychosocial Medicine, University Hospital of Heidelberg, Thibautstraße 2, 69115, Heidelberg, Germany. Christoph.Nikendei@med.uni-heidelberg.de.
authors.forename: Christoph
authors.initials: C
authors.lastname: Nikendei
mesh_terms: D018864:Cultural Diversity; D004504:Education, Medical, Undergraduate / Q000379:methods / Q000458:organization & administration*; D005069:Evaluation Studies as Topic; D005260:Female; D005858:Germany; D006801:Humans; D007393:International Educational Exchange; D007407:Interviews as Topic; D008297:Male; D008611:Mentors; D010379:Peer Group; D015397:Program Evaluation; D036301:Qualitative Research; D000067570:Social Learning; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires; D058013:Test Taking Skills; D014838:Volunteers; D055815:Young Adult