Peer teaching as an educational tool in Pharmacy schools; fruitful or futile

Aburahma, Mona Hassan; Mohamed, Heba M.

doi:10.1016/j.cptl.2017.07.026

Cited by 26 publications

(14 citation statements)

References 25 publications

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“…13 A review by Aburahma et al identified six educational research studies that incorporated various methods for peer teaching. 14 These studies highlight that peer teaching promotes a culture of intrinsic motivation and perhaps helps to develop a skill set necessary for lifelong learning. However, this evidence did not show that students who participated in peer teaching had better examination scores.…”

Section: Discussionmentioning

confidence: 99%

A Peer-Teaching Model to Reinforce Pharmacy Students’ Clinical Knowledge of Commonly Prescribed Medications

Tsai

Ostrogorsky

et al. 2021

American Journal of Pharmaceutical Education

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To increase student knowledge and confidence regarding commonly prescribed medications by completing a series of peer teaching activities. Methods. Third-year pharmacy students (n=98) engaged in the RxReady peer teaching series. Each student was assigned a drug to learn in-depth; however, twenty-four students were randomly selected and guided to provide peer teaching regarding a single medication. Assessment methods included pre-and post-quiz and anonymous surveys about the peerteaching modality. Students also provided qualitative feedback on the series at the end of course survey. Results. Among 96 students who completed the pre-and post-quizzes, there was a mean increase of 15% (SD=11) on the post-quiz compared to the pre-quiz. Ninety-two (96%) students achieved a higher score on the post-quiz. There was no difference in mean percent change between pre-and post-quiz for students who presented in class compared versus those who did not (17% [SD=10] versus 15% [SD=11], respectively). Results indicated that student-reported confidence significantly improved across all drug knowledge categories; in each category, the median confidence score increased from 2 (somewhat confident) to 3 (moderately confident). Generally, student qualitative feedback was positive and provided suggestions to improve the content and design. Conclusion.Peer teaching approach can assist in targeting gaps in drug knowledge and help to build learner-reported confidence.

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Section: Discussionmentioning

confidence: 99%

A Peer-Teaching Model to Reinforce Pharmacy Students’ Clinical Knowledge of Commonly Prescribed Medications

Tsai

Ostrogorsky

et al. 2021

American Journal of Pharmaceutical Education

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“…However, this disadvantage can be minimized by including the rest of the class as the audience and providing some assessment activity at the end of the class. There is some consensus that students understand better when taught by their peers (Aburahma & Mohamed, 2017;Naeger et al, 2013).…”

Section: Challenges With the Learning By Teaching Techniquementioning

confidence: 99%

Empirical Evidence on the Effectiveness of the Learning by Teaching Technique among University-level English as a Foreign Language Students

Kasim

Muslem

Mustafa

2020

JLE

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Learning via teaching has been accepted as one of the best ways to achieve a deep understanding of a topic. This research was aimed at seeking scientific evidence to support this claim by comparing the scores the university-level EFL students obtained through the learning by teaching technique and those obtained by students who were taught traditionally using a teacher-centered approach. The experimental group consisted of 22 students who were taught pedagogical content knowledge, i.e. English Language Testing, traditionally for half of the semester and then teaching students at another university afterward. The control group consisted of 24 students who were taught language testing traditionally by the same instructor for the whole semester. Both groups were given a test to measure their content knowledge achievement; one test at the beginning of the semester and one at the end of the semester. Two-way ANOVA was used to compare the two groups’ scores, and find out how the differences in the scores was affected by the type of instruction. The results showed that there was significant evidence that the students’ scores improved significantly in both groups. However, the difference in test scores between pre-test and post-test did not depend on the type of instruction. Because the experimental group could achieve the same performance as those of the control group regardless of the shorter instruction period, it can be concluded that learning by teaching has potential as an effective method for teaching pedagogical content knowledge. Suggestions for possible modifications of this technique are discussed in this paper.

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“…For educational institutions, peer teaching can be used, even with limited faculty resources, without compromising the quality of teaching. Student-centered design in peer teaching activities, along with the active role of students in the learning process, helps to shift the focus from passive apprentice to active apprentice and increase student cohesion [59]. The main benefits of peer teaching according to Briggs [60] include the following: "Students receive more time for individualized learning; direct interaction between students promotes active learning; peer teachers reinforce their own learning by instructing others; students feel more comfortable and open when interacting with a peer; peers and students share a similar discourse, allowing for greater understanding; peer teaching is a financially efficient alternative to hiring more staff members; teachers receive more time to focus on the next lesson.…”

Section: Peer Teachingmentioning

confidence: 99%

ECLECTIC as a learning ecosystem for higher education disruption

Moreira

Ferreira

Santos-Pereira

et al. 2019

Univ Access Inf Soc

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The learning teaching paradigm in higher education is currently undergoing great transformation due to the irrefutable imposition, on the one hand, of the new technologies and, on the other, by the characteristics (habits and abilities) presented by the students that arrive to universities. These factors are not compatible with the teaching methodologies commonly used to date, that is, with the traditional model (lectures) consolidated in the nineteenth century. In this context, teachers who resort to active learning have attracted a lot of attention, since this type of approach stimulates students' motivation and autonomy to acquire more competencies and is one of the guidelines of the European Norms and Guidelines for Quality in Higher Education. Thus, as a way of responding to these challenges, an innovative pilot project was developed, from the pedagogical point of view, implemented in a first cycle course (Management and Information Systems) using active methodologies. In this framework, an approach called ECLECTIC was developed and implemented with the use of three active learning techniques (group project, peer review and peer teaching) in the "New Trends in IT" course, from first semester, second year. The results obtained are very promising, since they have allowed students to engage in and out of the classroom and have resulted in a high-rate course success.

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Peer teaching as an educational tool in Pharmacy schools; fruitful or futile

Cited by 26 publications

References 25 publications

A Peer-Teaching Model to Reinforce Pharmacy Students’ Clinical Knowledge of Commonly Prescribed Medications

A Peer-Teaching Model to Reinforce Pharmacy Students’ Clinical Knowledge of Commonly Prescribed Medications

Empirical Evidence on the Effectiveness of the Learning by Teaching Technique among University-level English as a Foreign Language Students

ECLECTIC as a learning ecosystem for higher education disruption

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