'Helping someone with a skill sharpens it in your own mind': a mixed method study exploring health professions students experiences of Peer Assisted Learning (PAL)

Autor: Pam Nicol, Liza Seubert, Gabrielle Brand, Julie Saunders, Laurence Foley, Helen Wright, Li Wei, John A. Payne, Helene Metcalfe, Sandra Carr
Rok vydání: 2015
Předmět:
Program evaluation
Adult
Male
Educational measurement
Students
Health Occupations
020205 medical informatics
Attitude of Health Personnel
Pilot Projects
Peer teaching
02 engineering and technology
Peer Group
Education
Feedback
03 medical and health sciences
Young Adult
0302 clinical medicine
0202 electrical engineering
electronic engineering
information engineering
ComputingMilieux_COMPUTERSANDEDUCATION
Medicine
Humans
030212 general & internal medicine
Peer learning
Qualitative Research
Medicine(all)
Medical education
Peer feedback
Peer assisted learning
business.industry
Learning environment
Peer group
Collaborative learning
General Medicine
Competency-Based Education
Health professions education
Evaluation Studies as Topic
Health Occupations
Female
Clinical Competence
Educational Measurement
business
Qualitative research
Program Evaluation
Research Article
Zdroj: BMC Medical Education
ISSN: 1472-6920
Popis: Background Peer assisted learning (PAL) has been described as “the development of knowledge and skill through active help and support among status equals or matched companions”. To enhance the learning experience of health professions students and improve collaborative and collegial learning, six pilot Peer Assisted Learning (PAL) projects were conducted across a health science faculty. Methods A responsive mixed method evaluation design was applied to explore the adequacy of the preparation for PAL, the impact PAL had on student attainment of examination, consultation, communication and feedback skills and to explore students’ learning experiences through PAL. Results The 149 participants agreed the training programme was well organised, offered a safe learning environment and prepared the participant for the PAL activity. The impact of PAL included improvements in students’ confidence and ability to give feedback and developed students’ teaching, clinical and communication skills. Qualitative analysis revealed participants experienced deeper learning through teaching and learning from their peers, became more open to giving and receiving feedback and valued the comfortable/safe learning environment offered through PAL. Conclusion Providing appropriate training in peer teaching and feedback and the schools engagement and openness to peer learning in the classroom and clinical setting enhances students’ peer assisted learning experience.
Databáze: OpenAIRE
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