The current study examined effects of pre-exam review sessions led by undergraduate teaching assistants (UTAs) on 24 psychology undergraduates’ exam scores. To establish a baseline, exams 1 and 2 occurred before any pre-exam reviews. Two pre-exam review sessions, facilitated by two UTAs, occurred the nights before exam 3 and exam 4; in these sessions UTAs reviewed course material, displayed flashcards, and answered questions. Attending these sessions was associated with higher exam scores for both exam 3 and exam 4. Utilizing UTAs for certain academic interventions may benefit students enrolled in a course while also providing valuable teaching experience for UTAs
