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

Williams, Brett, Wallis, Jaime and McKenna, Lisa (2014) How is peer-teaching perceived by first year paramedic students? Results from three years. Journal of Nursing Education and Practice, 4 11: 8-15. doi:10.5430/jnep.v4n11p8


Author Williams, Brett
Wallis, Jaime
McKenna, Lisa
Title How is peer-teaching perceived by first year paramedic students? Results from three years
Journal name Journal of Nursing Education and Practice   Check publisher's open access policy
ISSN 1925-4040
1925-4059
Publication date 2014-11
Sub-type Article (original research)
DOI 10.5430/jnep.v4n11p8
Open Access Status DOI
Volume 4
Issue 11
Start page 8
End page 15
Total pages 8
Place of publication Toronto, ON, Canada
Publisher Sciedu Press
Collection year 2015
Language eng
Formatted abstract
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.

Methods: A cross-sectional study using the modified Clinical Teaching Preference Questionnaire (CTPQ) was administered to first year paramedic peer learners at a large Australian university during October 2011-2013.

Results: Over a three year period, 361 peer learners participated in this study. The mean item-level result for each item was highest in the 2013 cohort compared to the earlier two years. Item 1 “Teaching is an important role for paramedics” reflected the highest mean score of the eleven items (4.46 in 2011; 4.52 in 2012; 4.60 in 2013) while item 2 “I feel freer to approach my instructor for help than I do my peers” reflected the lowest mean score (2011: 3.61; 2012: 2.99; 2013: 3.72).

Conclusions: First year paramedic students over a three year period reported item-level results on the modified CTPQ  which indicate that PAL is a valuable teaching method. This is consistent with previous research on PAL using students from other health disciplines.

Results: suggest peer learners believe teaching is an important role for paramedics, and  communication between peer learners and teachers was slightly better compared with their tutors. Further mixed  methodology work is required to explore other facets of paramedic PAL.
Keyword Peer-assisted learning
Paramedics
Undergraduates
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Non HERDC
School of Nursing, Midwifery and Social Work Publications
 
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Created: Wed, 15 Oct 2014, 12:48:38 EST by Vicki Percival on behalf of School of Nursing, Midwifery and Social Work