Implementation of a Near-Peer Teaching Model in Pharmacy Education: Experiences and Challenges

Leong, Christine; Battistella, Marisa; Austin, Zubin

doi:10.4212/cjhp.v65i5.1178

Cited by 27 publications

(56 citation statements)

References 14 publications

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“…Junior learners felt more comfortable and less intimidated when paired with senior learners or residents compared with being paired 1 : 1 with experienced professionals . Other cited benefits of the tiered ratio were diverse learning experiences and shared knowledge between learners at different levels …”

Section: Resultsmentioning

confidence: 99%

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Learner : preceptor ratios for practice-based learning across health disciplines: a systematic review

et al. 2016

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Section: Resultsmentioning

confidence: 99%

“…Cited challenges for senior learners were increased workload and a self‐perception that they had insufficient knowledge and experience to act as preceptors for junior learners . Also, differing styles or expectations can lead to conflicts between students, particularly in the early stages of working together …”

Section: Resultsmentioning

confidence: 99%

Learner : preceptor ratios for practice-based learning across health disciplines: a systematic review

et al. 2016

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“…4 Limited publications are available in the pharmacy literature that evaluate a layered learning approach to experiential pharmacy education. 3,[5][6][7] Studies evaluating the impact of implementing a LLPM at US institutions focus on the effect that learners have on clinical outcomes. 3 However, academically-focused questions with respect to embracing this notion remain unanswered: whether layered learning enhances or detracts from quality experiential education; how one can provide education in a layered learning environment; whether learners will reject this practice; and how one can ensure that knowledgebase is growing at the same rate as clinical skill.…”

Section: Introductionmentioning

confidence: 99%

A Study of Layered Learning in Oncology

Bates

Lyons

Rao

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To explore use of pharmacy learners as a means to expand pharmacy services in a layered learning practice model (LLPM), to examine whether an LLPM environment precludes achievement of knowledge-based learning objectives, and to explore learner perception of the experience.Design. An acute care oncology pharmacy practice experience was redesigned to support the LLPM. Specifically, the redesign focused on micro discussion, standardized feedback (eg, rubrics), and cooperative learning to enhance educational gain through performing clinical activities. Assessment. Posttest scores evaluating knowledge-based learning objectives increased in mean percentage compared to pretest values. Learners viewed the newly designed practice experience positively with respect to perceived knowledge attainment, improved clinical time management skills, contributions to patient care, and development of clinical and self-management skills. A fifth theme among students, comfort with learning, was also noted. Conclusion. Layered learning in an oncology practice experience was well-received by pharmacy learners. Data suggest a practice experience in the LLPM environment does not preclude achieving knowledge-based learning objectives and supports further studies of the LLPM.

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“…10,11 The Layered Learning Practice Model, sometimes referred to as a hierarchical teaching model, has been widely used in medicine experiential education. [11][12][13][14][15][16] This model involves an "attending" clinician, residents, and multiple levels of students, with each teaching their respective junior learners. Near-peer teaching fits into this model by incorporating learners as teachers or facilitators when they are at least one year senior to their near-peer learner.…”

Section: Introductionmentioning

confidence: 99%

“…But the specific terminology has only recently been incorporated in pharmacy education literature. [10][11][12][13][14]17 The objective of this brief is to describe the implementation and evaluation of journal club activities using near-peer facilitators in a required two-semester MLE course series. The evaluation includes evidence of students' meeting their educational objectives and perception data from both MLE students and near-peers.…”

Section: Introductionmentioning

confidence: 99%

Implementation and Evaluation of Near-Peer Facilitated Journal Club Activities in a Required MLE Course Series

Brown

Kostrzewa

2018

American Journal of Pharmaceutical Education

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Objective. To describe and evaluate the implementation of multiple, content-integrated journal club activities into a large, required medical literature evaluation (MLE) two-semester course series using near-peer student facilitators. Methods. Using near-peer, third-year (P3) students as a significant source of instructional personnel, 10 journal club activities were incorporated annually into the second-year (P2) MLE series. Activities included preparation, quiz, journal club, and debriefing. Each activity divided the P2s into groups of 8-12 students. In the fall semester, journal clubs were facilitated by faculty members and near-peers as P2s participated. In spring, P2s also facilitated, while faculty members' and near-peers' roles shifted to providing rubric-facilitated feedback and mentoring. Near-peers and P2s provided feedback on the experiences. Results. Over four years, two course faculty members and 62 near-peers facilitated (fall) or provided feedback/mentoring (spring) for 346 P2 MLE I/II students in 419 individual journal clubs. Course faculty members covered 80 journal clubs, while near-peers covered 339. Faculty and near-peer ratings of P2 facilitators demonstrated good P2 preparation. P2 facilitators were best at facilitating discussion of implications and results, while being most challenged by introduction and methods. P2 survey responses highly favored the addition of journal club activities and the use of P3 near-peer facilitators. Conclusion. The use of near-peers in the implementation of integrated journal club activities in a large, required MLE course series was successful. Future study will include refining formative feedback processes, exploring benefit to near-peers, and exploring near-peer use in other didactic settings.

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Implementation of a Near-Peer Teaching Model in Pharmacy Education: Experiences and Challenges

Cited by 27 publications

References 14 publications

Learner : preceptor ratios for practice-based learning across health disciplines: a systematic review

Learner : preceptor ratios for practice-based learning across health disciplines: a systematic review

A Study of Layered Learning in Oncology

Implementation and Evaluation of Near-Peer Facilitated Journal Club Activities in a Required MLE Course Series

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