Characteristics and impacts of peer assisted learning in university studies in health science: A systematic review

Coliñir, J. Hernández; Gallardo, Laurent; Morales, Durán; Sanhueza, C. Ibáñez; Yáñez, Óscar Jerez

doi:10.1016/j.rceng.2021.02.006

Cited by 11 publications

(13 citation statements)

References 50 publications

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“…It should seek to improve students' self-perceptions of performance and, if necessary provide psychological support. More specifically, the promotion of a program of both face-to-face and online peer-assisted learning can contribute to establishing and strengthening social contacts and student confidence (Bermingham et al, 2022;Hernández Coliñir et al, 2022;Tibingana-Ahimbisibwe et al, 2022).…”

Section: Discussion and Con Clus I On Smentioning

confidence: 99%

Engagement and commitment in higher education: Looking at the role of identification and perception of performance

Borja‐Gil,

Castellanos Verdugo,

Oviedo‐García

2024

Euro J of Education

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Within OECD countries, 20% of university students continue no further than the first year. The objective of this research is to analyse the antecedents of student commitment, so as to design action plans for reducing dropout rates within higher education. Educational engagement, student–university identification and perception of performance were analysed at the campus of Social and Juridical Sciences of Seville University (Spain). A sample of 641 valid questionnaires was used to analyse the constructs and their complex inter‐relations using Partial Least Squares‐Simultaneous Equation Modelling. The results revealed a strong relation between identification with and commitment to the university, as well as between educational engagement and identification. Universities as institutions are called on to take action to reduce high early dropout rates by encouraging educational engagement and identification with the university. Such actions might include departments for educational orientation and the promotion of activities to foster enduring links between students and universities.

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Section: Discussion and Con Clus I On Smentioning

confidence: 99%

Engagement and commitment in higher education: Looking at the role of identification and perception of performance

Borja‐Gil,

Castellanos Verdugo,

Oviedo‐García

2024

Euro J of Education

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“…A figura 4 mostra a reação da tintura de iodo com os alimentos. O pão branco (1) e o salgadinho (3) com coloração mais intensa, quando comparado ao queijo coalho (2) e a maçã (4). A intensidade na coloração evidencia a impregnação do iodo no alimento, revelando a alta concentração de amido.…”

Section: Oficina: Alimentação E Saúde Bucalunclassified

Educação Em Saúde E Formação: Interprofissionalidade E Integração Ensino-Serviço-Comunidade Em Evidência

Starosky¹,

Squeff²,

Silva³

et al. 2023

Educação Em Saúde: Teorias, Metodologias E Experiências

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Os autores se responsabilizam publicamente pelo conteúdo desta obra, garantindo que o mesmo é de autoria própria, assumindo integral responsabilidade diante de terceiros, quer de natureza moral ou patrimonial, em razão de seu conteúdo, declarando que o trabalho é original, livre de plágio acadêmico e que não infringe nenhum direito de propriedade intelectual de terceiros. Os autores declaram não haver nenhuma irregularidade que comprometa a integridade desta obra. O conteúdo do artigo não reflete a opinião da editora, do conselho editorial e nem da organizadora do livro.

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“…A recent systematic review reported that students were more comfortable with peer tutors and that the learning environment was less stressful compared with that of FF. 8 This study posited that peer tutors could provide feedback with comparable educational effects to FF if they followed an evidence-based feedback framework with a theoretical basis.…”

Section: E15mentioning

confidence: 99%

“…6 One solution for this could be to shift feedback control from teacher to students via peer feedback (PF)-a form of peer learning in which students reflect on an academic subject's practice and performance standards. 7 Students who experienced peer-assisted learning considered that it a pleasant learning environment that prepared them more effectively for future assessments, 8 while peer tutors found that they could develop essential teaching and communication skills. 9 Traditionally, PF has been provided verbally as peer verbal feedback (PVEF).…”

mentioning

confidence: 99%

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Using a 3-Phase Peer Feedback to Enhance Nursing Students' Reflective Abilities, Clinical Competencies, Feedback Practices, and Sense of Empowerment

et al. 2022

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Background: Peer feedback (PF) has attracted much attention in health profession education with growing evidence on its benefits. However, it lacks a proper framework to guide its operation, which raises concerns about its quality in nursing education. Purpose: To compare the effects of a 3-phase PF versus faculty feedback (FF) on students' reflective abilities and clinical competencies after simulated practice, and its impacts on peer tutors' feedback practices and empowerment level. Methods: This study used a 3-arm pretest-posttest quasi-experimental methodology. Results: Peer verbal feedback significantly increased students' reflective abilities and clinical competencies, while peer video feedback significantly increased clinical competencies. However, FF outcomes did not reach significance. Peer tutors' empowerment level did not significantly improve, but feedback practices were perceived as comparable with FF. Conclusions: Peer feedback can potentially improve students' reflective abilities and clinical competencies. Proper feedback training with a structured framework will likely enhance peer tutors' feedback practices.

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Characteristics and impacts of peer assisted learning in university studies in health science: A systematic review

Cited by 11 publications

References 50 publications

Engagement and commitment in higher education: Looking at the role of identification and perception of performance

Engagement and commitment in higher education: Looking at the role of identification and perception of performance

Educação Em Saúde E Formação: Interprofissionalidade E Integração Ensino-Serviço-Comunidade Em Evidência

Using a 3-Phase Peer Feedback to Enhance Nursing Students' Reflective Abilities, Clinical Competencies, Feedback Practices, and Sense of Empowerment

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