How is peer-teaching perceived by first year paramedic students? Results from three years

Williams, Brett; Wallis, Jaime; McKenna, Lisa

doi:10.5430/jnep.v4n11p8

Cited by 7 publications

(15 citation statements)

References 30 publications

(64 reference statements)

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“…Based on the results and discussions on reviewed studies, this study have found that Singh, Scicluna, and Abdolalizadeh all had strongly implied the benefit of peer mentoring program in developing students' communication skills. Supported by previous study with similar result [14]- [17], Singh et al found in their studies that mentors developed improvement in communication skills as a result of mentoring activities, as the previous study [9]. Scicluna et al found that teaching their juniors improved mentors' communication skills.…”

Section: Good Communication Skillsmentioning

confidence: 53%

The impact of peer assisted learning on mentors’ academic life and communication skill in medical faculty: A systematic review

Zoraya

Florettira

Syakurah

et al. 2021

IJPHS

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Peer assisted learning (PAL) was initiated to support the first-year students. In medical faculty, first-year students often find starting new academic life challenging. The impact from the peer mentors’ aspect is not widely explore. The aim of this study was to review studies that reported the impact of PAL programs on peer mentors in medical faculty, particularly on their academic life and communication skill. The DOAJ, PubMed Central, SciELO, and Science Direct databases advanced search used to conduct a systematic literature searching. Systematic search was performed according to preferred reporting items for systematic reviews and meta-analysis (PRISMA) checklist recommendations. Five studies were included. All of the reviewed studies shown the impact of PAL programs on mentors’ academic life. Three studies have shown both the impact of PAL programs on mentors on their academic life and communication skill. Studies in this review have shown positive impacts on mentors’ academic life and communication skill. Good communication skills, empathy, leadership and teaching skills will promote individual abilities and skills as a doctor, be it as a practitioner, or as an educator.

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Section: Good Communication Skillsmentioning

confidence: 53%

The impact of peer assisted learning on mentors’ academic life and communication skill in medical faculty: A systematic review

Zoraya

Florettira

Syakurah

et al. 2021

IJPHS

View full text Add to dashboard Cite

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“…This may be because the peer teaching provide an opportunity to the student to explore ideas without fear of embarrassing themselves in front of their lecturer. This result came in line with Williams etal., (2014) (31) who revealed that, social interaction and collaboration was increased in peer teaching group more than traditional teaching group. At the same line, Cho etal., (2015) (27) reported that, all student in peer teaching group were became social interactive with other students, more friendly, and learned collaboratively.…”

Section: Discussionmentioning

confidence: 99%

“…This result is in agreement with Cho etal., (2015) (27) who showed that, peer teaching may be an effective method for training students to perform CPR . Similarly, Williams etal., (2014) (31) who concluded that, peer teaching could be a useful adjunct in clinical skills training. In contrary, previous study by Hughes etal., (2010) (32) failed to show the supremacy of peers teaching in CPR training compared with traditional approaches.…”

Section: Discussionmentioning

confidence: 99%

Effect of Peer Teaching Versus Traditional Teaching Method on Nursing Students' Performance Regarding Pediatric Cardio pulmonary Resuscitation

Sabaq

Farouk

Ismail

2016

Tanta Scientific Nursing Journal

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Background: Peer teaching has been used in education to address critical thinking, psychomotor skills, cognitive development, and academic gains. It can be an alternative to traditional instruction by a specialist that enables more students to be trained in CPR. As it is widely available, cost-effective, and culturally attuned. Aim of the current study is to determine the effectiveness of peer teaching on the performance of nursing students' regarding pediatric cardio pulmonary resuscitation. A Quasi-experimental research design was used to conduct the current study at the clinical Pediatric laboratory skills, Faculty of Nursing, Suez canal University. Subjects: All 92 nursing students enrolled in the 3 rd year, were agreed to participate in the study. These were divided into two groups equally; study and control groups and was selected randomly. Tools: Four tools were used for data collection: A Structured Interviewing Questionnaire Schedule, Student's Clinical Evaluation checklist, Clinical Teaching Preference Questionnaire and Peer Teaching Experience Questionnaire. Results: The study findings indicate that, the knowledge and performance scores of the nursing students studying by peer teaching method will be significantly better than those studying by traditional teaching methods. The student in this group agreed on many benefits of the peer teaching both as teachers' and student. Conclusion: Based on the results of the present study, it was concluded that, our study findings add more support in favor of the peer teaching approach evidence by an obvious improvement in students' knowledge and performance scores. Moreover, The majority of students in this group feeling less anxious, comfortable, more self confident in teaching as well as improving their communication skills Recommendation: Adopt peer teaching method in undergraduate nursing curricula for teaching clinical skills to enhance students' acquisition of knowledge with better performance. Similar studies should replicate the current study with a larger sample size at several universities in order to provide stronger evidence for generalized the results.

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“…The first part identified student demographics; the second part identified student attitudes towards and experiences of paramedicine-specific NPT. The questionnaire utilised an adapted version of the Williams, Wallis and McKenna (2014) peer-assisted learning (PAL) student study.…”

Section: Instrumentationmentioning

confidence: 99%

“…The benefits of introducing such programs into health and medical education programs are well documented, however there is a paucity of literature relating to NPT programs in paramedicine education (Hogan et al, 2017;Williams, Wallis, & McKenna, 2014). In the Griffith University paramedicine program, a series of successful NPT years have been facilitated in both first-and second-year curricula since the program's inception 5 years ago.…”

Section: Introductionmentioning

confidence: 99%

Near-peer teaching in paramedicine education: A cross-sectional study of student experiences

Whitfield

2021

FoHPE

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Near-peer teaching (NPT) has been identified as a contemporary and valued pedagogical approach in higher education health programs, and it has recently gained momentum in paramedicine education. The objective of this study was to investigate the perceived experience of student paramedics involved in a near-peer teaching program over two academic trimesters. A cross-sectional study design was utilised in the form of an online questionnaire. The questionnaire contained a variety of questions that related to the experience of student paramedics involved in paramedicine near-peer programs. Of the 65 students enrolled, 34 completed the questionnaire (52.3% response rate). The results indicated that NPT was overwhelmingly considered a valuable and positive pedagogical method for use in paramedicine education.

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How is peer-teaching perceived by first year paramedic students? Results from three years

Cited by 7 publications

References 30 publications

The impact of peer assisted learning on mentors’ academic life and communication skill in medical faculty: A systematic review

The impact of peer assisted learning on mentors’ academic life and communication skill in medical faculty: A systematic review

Effect of Peer Teaching Versus Traditional Teaching Method on Nursing Students' Performance Regarding Pediatric Cardio pulmonary Resuscitation

Near-peer teaching in paramedicine education: A cross-sectional study of student experiences

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