Peer-assisted teaching and learning in paramedic education: a pilot study

Fox, Michael, Winship, Christian, Williams, Whitney, Leaf, Sinead, Boyd, Leanne, McKenna, Lisa and Williams, Brett (2015) Peer-assisted teaching and learning in paramedic education: a pilot study. International Paramedic Practice, 5 1: 22-28. doi:10.12968/ippr.2015.5.1.22

Author Fox, Michael
Winship, Christian
Williams, Whitney
Leaf, Sinead
Boyd, Leanne
McKenna, Lisa
Williams, Brett
Title Peer-assisted teaching and learning in paramedic education: a pilot study
Journal name International Paramedic Practice
ISSN 2052-4889
Publication date 2015-04-01
Sub-type Article (original research)
DOI 10.12968/ippr.2015.5.1.22
Volume 5
Issue 1
Start page 22
End page 28
Total pages 7
Place of publication London, UK
Publisher MA Healthcare
Collection year 2016
Language eng
Formatted abstract
Background: Peer-assisted teaching and learning continues to grow internationally as a useful pedagogical strategy in health professional education. Paramedics are continually engaged in teaching students, other health professionals, patients and their families-so experience teaching peers during their university education may increase their confidence when teaching as a paramedic.

Objectives: This project aims to explore: i) third-year students' experiences of teaching and assessing junior students, and ii) first-year students' experiences of being taught and assessed by senior students.

Methods: A quasi-experimental design was used to investigate peer-assisted teaching and learning among paramedic first and third-years at Monash University using the Peer Teaching Experience Questionnaire and the Clinical Teaching Preference Questionnaire. Both self-reporting measures used a 5-point Likert scale.

Results: A total of 154 students participated in the study: n=127 first-years (n=87 control group, n=40 intervention group), and n=27 third-years (n=8 control group and n=19 intervention group). The majority of students were <26 years of age, n=130 (84%) and female n=100 (63%). Ninety-four percent (n=120) first-year students felt (strongly agree or agree) 'teaching is an important role for paramedics'. Almost two-thirds n=82 (64%) felt (strongly agree or agree) 'being taught by peers increased their collaboration with other students compared with their instructor'.

Conclusions: Preliminary results support the utility of peer-assisted teaching and learning in undergraduate paramedic education, and suggest that larger scale studies take place in the future. Consideration should be given for inclusion into existing paramedic curricula nationally.
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: Thu, 16 Apr 2015, 01:01:57 EST by Jon Swabey on behalf of School of Nursing, Midwifery and Social Work