Development and Evaluation of vetPAL, a Student-Led, Peer-Assisted Learning Program

Abstract

Based on an idea from a final-year student, Bristol Veterinary School introduced vetPAL, a student-led, peer-assisted learning program. The program involved fifth-year (final-year) students acting as tutors and leading sessions for fourth-year students (tutees) in clinical skills and revision (review) topics. The initiative aimed to supplement student learning while also providing tutors with opportunities to further develop a range of skills. All tutors received training and the program was evaluated using questionnaires collected from tutees and tutors after each session. Tutees' self-rated confidence increased significantly in clinical skills and for revision topics. Advantages of being taught by students rather than staff included the informal atmosphere, the tutees' willingness to ask questions, and the relatability of the tutors. The small group size and the style of learning in the revision sessions (i.e., group work, discussions, and interactivity) were additional positive aspects identified by both tutees and tutors. Benefits for tutors included developing their communication and teaching skills. The training sessions were considered key in helping tutors feel prepared to lead sessions, although the most difficult aspects were the lack of teaching experience and time management. Following the successful pilot of vetPAL, plans are in place to make the program permanent and sustainable, while incorporating necessary changes based on the evaluation and the student leader's experiences running the program. A vetPAL handbook has been created to facilitate organization of the program for future years.

Challenges & Issues: Evidence-Based Clinical Skills Teaching and Learning: What Do We Really Know?

“…Near-peer-led practice sessions encouraged practice, provided feedback, and improved confidence in students' physical examination skills at two different schools. 21,198 Distributed practice decreased spay surgery times and improved skill levels in veterinary students. 115,199 When compared, student and instructor assessments of progress or proficiency in surgical skills were poorly correlated.…”

Online, student-led, peer-to-peer teaching of clinical skills

“…During the COVID-19 pandemic and associated lockdowns, a VetPAL project was designed harnessing structured Peer-Assessment Learning (PAL). 1 This created an interactive student-led learning community where students were trained by faculty to be tutors of other students (mentor-tutor-tutee learning system). Teaching of simulated veterinary procedures (eg, intravenous catheter placement, suturing) that was originally to be taught face-to-face, had to innovatively pivot to digital delivery in regular online sessions.…”

Small Group Learning for Understanding the Specialized Language in students of occupational Health

“…[10][11][12] Other educational methods are also used, such as lectures by professors and teachers, self-directed reading and use of audio-visual devices. 13,14 Some lessons can be taught using all these methods, [15][16][17] since many are applicable. [18][19][20] Specialized language is one course that could be taught using different educational methods.…”