Experience of tutors from the Integral Institutional Tutoring Program in virtual tutoring (2020-2022)

Abstract

Introduction: This study explored the experience of 23 tutors (faculty and peer) from the Integral Institutional Tutoring Program (PIT) at the Faculty of Medicine, UNAM, during the implementation of virtual tutoring in the 2020–2021 and 2021–2022 academic cycles.

Objective: To analyze tutors’ experiences implementing virtual tutoring in response to pandemic-related confinement.

Method: A convergent mixed-methods design was employed. Structured questionnaires (93 items) and semistructured interviews were administered to 8 faculty tutors and 15 peer tutors. Quantitative analysis used SPSS v.24; qualitative analysis followed open coding procedures with investigator triangulation.

Results: While virtual tutoring maintained student support with scheduling flexibility and accessibility, it posed significant challenges. 78% of tutors lacked formal training and relied on self-learning. A critical gap emerged in the emotional depth of the tutorial relationship—attributed to the absence of eye contact and nonverbal cues—leading some to describe an “electronic barrier.” Tutors also experienced personal and professional overload, with 35% reporting a need for psychological support. Internet disruptions (87%) were more common among peer tutors.

Conclusions: Despite challenges, tutors valued program continuity and emphasized the need for comprehensive training, stronger institutional support networks, and a hybrid (face-to-face–virtual) model as the optimal path forward for high-quality, sustainable tutorial support in post-pandemic medical education.