Both preparing to teach and teaching positively impact learning outcomes for peer teachers

Abstract

Our results suggest preparing to teach and actively teaching may have independent positive effects on peer teacher learning outcomes.

Effect of peer teaching on the performance of undergraduate nursing students enrolled in nursing administration course

“…In fact, the students taught by peer teaching expressed their better acquisition of problem solving skills and sense of responsibility, better learning and helping in genera. These results are in congruence with the previously reported positive effects of peer teaching on students' abilities of interactions [49] , transferable personal skills as communication, problem solving, and increased confidence in clinical practice [4,21,50] .…”

“…This prepares the nursing students for their future roles as educators, builds their self esteem, and enhances their psychomotor skills and their attitudes [16][17][18][19][20][21] . As for nurse educators and faculty, peer teaching may reduce their workload in teaching, and provides them with more opportunities to observe and provide feedback to their students regarding their performance [22][23][24][25][26][27] .…”

HigherEd 2.0: Web 2.0 in Higher Education

“…The "read and teach" group performed better than either of the other groups in learning gains, including on higher-order cognitive tasks. Similar results have been reported by Benware & Deci (1984), Wagner & Gansemer-Topf (2005), Roscoe & Chi (2007), and Gregory et al (2011). This body of research has recently spawned the notion of communal constructivism (Holmes et al, 2001), which stresses the collaborative and intentional construction of knowledge by both teacher and student for the benefit of the community at large.…”

How a teaching rotation in medical school affects graduates’ subsequent careers

“…Teaching opportunities for students include near peer teaching programmes [8, 9] and outreach initiatives with students teaching in secondary and primary education [4, 10]. Students usually appreciate being taught by near peers [11, 12] and there are indications that learning effects may be as good as those from more experienced teachers [13–15], while teaching itself also fosters learning [16, 17]. Theoretical underpinnings for these effects can be found in the literature [11, 18].…”