Understanding the experience of being taught by peers: the value of social and cognitive congruence

By T. Lockspeiser, P. O’Sullivan, Arianne Teherani, J. Muller. Advances in health sciences education : theory and practice, 2008

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The impact of supplemental instruction on learning competence and academic performance (2010, background): “…at the same learning stage not so long ago, students felt that there was greater acceptance by these senior students who can relate to their problems and have greater understanding of their typical struggles (Glynn et al. 2006; Lockspeiser et al. 2008; Weidner and Popp 2007; Weyrich et al. 2008).”
Peer teaching in medical education: twelve reasons to move from theory to practice (2007, background): “who is cognitively incongruent, or has a large ‘cognitive distance’ (Cornwall 1979; Lockspeiser et al. 2006).”