Perceived Frequency of Peer-Assisted Learning in the Laboratory and Collegiate Clinical Settings

Henning, Jolene M.; Weidner, Thomas G.; Snyder, Melissa; Dudley, William N.

doi:10.4085/1062-6050-47.2.212

Cited by 8 publications

(9 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…With ultrasound becoming more ubiquitous in clinical practice, it is essential that medical learners, including PA students, be exposed to the technology earlier and competently trained in its use. 7 In contrast, the results of this study do not show the same effect when looking at self-efficacy and outcome expectation of workshop participation. Although both measures increased among all respondents over time, no statistically significant differences were found between workshop participants and nonparticipants.…”

Section: Discussioncontrasting

confidence: 84%

“…6 This style of education is a multifaceted, learner-centered model that encourages social interactions to benefit both students and teachers. 7 Social cognitive theory (SCT) is a promising framework to study POCUS education while using PAL. According to SCT, a person will not perform a behavior unless (1) that person believes he or she has the ability and skill to perform the behavior (self-efficacy), and (2) performing the behavior will result in a valued outcome (outcome expectations).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Impact of Peer-Assisted Learning on Ultrasound

Garvick¹,

Smith²,

Carter³

et al. 2021

J Physician Assist Educ

View full text Add to dashboard Cite

Purpose The aim of this study was to understand how peerassisted learning (PAL) could be utilized by physician assistant (PA) students in an ultrasound student interest group (USIG) as a means of developing cognitive confidence and practical competence with the imaging modality.Methods An observational study that included 3 USIG workshops was designed. Pre-and postworkshop surveys were administered. All first-year PA students, regardless of participation in the USIG workshops, were asked to complete the voluntary and anonymous surveys.Results A statistically significant difference between those who attended at least one workshop and those who did not attend any workshops on their postworkshop scores (p = 0.02) was seen. There was a statistically significant association between the number of workshops attended and the postworkshop difference (p = 0.03). ConclusionResults show that, in the context of social cognitive theory, PAL is an efficacious learning modality that enhances learner and tutor performance in ultrasound.

show abstract

Section: Discussioncontrasting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Impact of Peer-Assisted Learning on Ultrasound

Garvick¹,

Smith²,

Carter³

et al. 2021

J Physician Assist Educ

View full text Add to dashboard Cite

show abstract

“…Studies have explored both forms. For example, a recent study by Henning et al 2012 [4] found that athletic training students engaged in more PAL activities that were unplanned, rather than planned [4] . Several other papers have recommended that planned PAL be integrated into the curriculum [5][6][7][8][9] .…”

mentioning

confidence: 99%

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

Williams¹,

Wallis

McKenna

2014

JNEP

View full text Add to dashboard Cite

Background: Peer Assisted Learning (PAL) can create a cooperative learning environment, providing benefits to all students involved. While there is a large pool of research exploring PAL amongst medical students it is worth considering the use of PAL amongst students of different health disciplines. The objective of this study was to examine the perceptions of first year paramedic peer learners being taught by peer teachers over a three-year period.

show abstract

“…Thus, further education on optimally facilitating a PL approach along with clearer transparency on the evolution of the model to support student autonomy as the year progressed were identified as common concerns. The current literature identifies that preceptors may not feel adequately supported to facilitate PL [5, 16], reporting the need to develop organizational skills, feedback skills, and strategies to cope with the dual role of patient care provider and educator [2, 5, 17]. The preceptors in our study reported varying levels of preparedness, identifying that further education on how to effectively support PL using a 2:1 model should be forefront in subsequent clinical years.…”

Section: Resultsmentioning

confidence: 86%

Implementing a peer-learning approach for the clinical education of respiratory therapy students

Dorner

Fowler

Montaño

et al. 2019

CJRT

View full text Add to dashboard Cite

Introduction With recent clinical placement demands exceeding supply, the University Health Network (UHN) Respiratory Therapy (RT) department implemented a 2:1 student-to-preceptor model where a focus on peer learning (PL) becomes a key component of program success. PL can be defined as students learning from and with each other in both formal and informal ways. The shift towards facilitative student-directed models in other health care professions can be seen globally with the literature suggesting that 2:1 models not only support increases in student capacity but also improve the student learning experience through PL strategies. The aim of this study was to explore the perceptions of RT preceptors and students regarding the 2:1 model as an educational strategy in the context of their clinical experience. The study further explored experiences of PL to understand how learning is enabled in RT practice-based education, particularly within 2:1 models. Methods A qualitative descriptive study using single-episode semi-structured interviews with RT preceptors ( n = 10) and students ( n = 10) was conducted during the 2015–2016 RT student clinical year. Twelve open-ended interview questions were designed to draw out study participants’ PL experiences and exploration of issues using a 2:1 model in the context of their clinical experience. Data were recorded, transcribed verbatim, and analyzed using thematic analysis. Results The content analysis resulted in two broad themes with respect to the RT 2:1 educational model: “enablers” and “barriers” to a PL approach. The 2:1 model was preferred by students and preceptors early on in the clinical training due to the benefits of PL, whereas opportunities to showcase independent practice was preferred towards the end of their clinical year. Furthermore, careful planning, resources, and supports need to be implemented to augment benefits and diminish potential disadvantages of using a 2:1 model structure. Conclusion Participants felt that a 2:1 model strongly contributes to a supportive learning environment and can have a positive influence on the RT student clinical experience at UHN. Along with the improved critical thinking and student engagement opportunities that a 2:1 model offers, increased placement numbers are also supported.

show abstract

Perceived Frequency of Peer-Assisted Learning in the Laboratory and Collegiate Clinical Settings

Cited by 8 publications

References 29 publications

Impact of Peer-Assisted Learning on Ultrasound

Impact of Peer-Assisted Learning on Ultrasound

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

Implementing a peer-learning approach for the clinical education of respiratory therapy students

Contact Info

Product

Resources

About