Near-peer teaching in paramedic education: results from 2011 to 2013

Williams, Brett, Hardy, Kate and McKenna, Lisa (2015) Near-peer teaching in paramedic education: results from 2011 to 2013. Medical Science Educator, 25 2: 149-156. doi:10.1007/s40670-015-0126-6

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads

Author Williams, Brett
Hardy, Kate
McKenna, Lisa
Title Near-peer teaching in paramedic education: results from 2011 to 2013
Journal name Medical Science Educator   Check publisher's open access policy
ISSN 2156-8650
Publication date 2015-06-01
Year available 2015
Sub-type Article (original research)
DOI 10.1007/s40670-015-0126-6
Open Access Status Not Open Access
Volume 25
Issue 2
Start page 149
End page 156
Total pages 8
Place of publication Heidelberg, Germany
Publisher Springer
Language eng
Formatted abstract
Introduction Near-peer teaching (NPT) involves senior students teaching junior students and provides opportunities for peer teachers to develop a number of skills such as public speaking, mentoring and facilitating small groups. These skills are all important for paramedic students to develop throughout their undergraduate studies. The objective of this study was to examine the perceptions and satisfaction levels of students participating in NPT over a 3-year period at a large Australian university.

Methods A cross-sectional study using a short paper-based self-reporting questionnaire was administered to second- and third-year peer-teachers during October 2011–2013.

At the completion of their peer-teaching, all students were invited to complete the peer-teaching experience questionnaire (PTEQ). The PTEQ consists of 14 items using a five-point Likert scale for responses (1 = strongly disagree, 5 = strongly agree).

Results A total of n = 74 peer-teachers participated in the study over 3 years. There were n = 23 (31.1 %) in 2011, n = 18 (24.3 %) in 2012 and n = 33 (44.6 %) in 2013. Overall, results were positive with the majority of items reflecting high levels of satisfaction, for example, ‘What I have learnt in this unit will help with my graduate paramedic role’ (mean = 4.47, SD = 0.60), and ‘I have developed skills for teaching basic clinical skills’ (mean = 4.28, SD = 0.69).

Conclusions Results from the 3-year study have shown that the NPT programme has been effective in the education of the paramedic students who participated, developing teaching, mentoring and learning skills to adopt during their graduate year and future career in the paramedic discipline.
Keyword Curriculum
Near-peer teaching
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ
Additional Notes Published online: 02 Apr 2015

Document type: Journal Article
Sub-type: Article (original research)
Collections: Non HERDC
School of Nursing, Midwifery and Social Work Publications
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Created: Wed, 08 Apr 2015, 21:23:33 EST by Vicki Percival on behalf of School of Nursing, Midwifery and Social Work