References

Best G, Hajzler D, Ivanov T, Limon J Peer Mentoring as a Strategy to Improve Paramedic Students’ Clinical Skills. Journal of Peer Learning. 2008; 1:(1)13-25

Chojecki P, Lamarre J, Buck M, St-Sauveur I, Eldaoud N, Purden M Perceptions of a peer learning approach to pediatric clinical education. Int J Nurs Educ Scholarsh. 2010; 7

Christiansen A, Bell A Peer learning partnerships: exploring the experience of pre-registration nursing students. J Clin Nurs. 2010; 19:(5–6)803-10

Dickson JM, Harrington R, Carter MJ Teaching clinical examination using peer-assisted learning amongst graduate-entry students. Clin Teach. 2011; 8:(1)8-12

Edwards D Paramedic preceptor: work readiness in graduate paramedics. Clin Teach. 2011; 8:(2)

Glynn LG, MacFarlane A, Kelly M, Cantillon P, Murphy AW Helping each other to learn - a process evaluation of peer assisted learning. BMC Med Educ. 2006; 6

Graziano SC Randomized surgical training for medical students: resident versus peer-led teaching. Am J Obstet Gynecol. 2011; 204:(6)

Harmer BM, Huffman J, Johnson B Clinical Peer Mentoring. Nurse Educ. 2011; 36:(5)197-202

Hill E, Liuzzi F, Giles J Peer-assisted learning from three perspectives: student, tutor and co-ordinator. Clin Teach. 2010; 7:(4)244-6

Hudson J, Tonkin AL Clinical skills education: outcomes of relationships between junior medical students, senior peers and simulated patients. Med Educ. 2008; 42:(9)901-8

Hunt CW, Ellison KJ Enhancing faculty resources through peer mentoring. Nurs Educ. 2010; 35:(5)192-6

Ketele P, Jacobs A, Boruett N, Deerese A PerSIST: A PAL system for clinical skills training: A planning and implementation framework. Med Teach. 2010; 32:(9)782-4

McKenna L, French J A step ahead: Teaching undergraduate students to be peer teachers. Nurs Educ Pract. 2011; 11:(12)141-5

Moore C, Wisnivesky J, Williams S, McGinn T Medical Errors Related to Discontinuity of Care from an Inpatient to an Outpatient Setting. J Gen Intern Med. 2003; 18:(8)646-51

Nikendei C1, Andreesen S, Hoffmann K, Junger J Cross-year peer tutoring on internal medicine wards: effects on self-assessed clinical competencies a group control design study. Med Teach. 2009; 31:(2)e32-5

Outhred T, Chester A The Experience of Class Tutors in a Peer Tutoring Programme: A Novel Theoretical Framework. Journal of Peer Learning. 2010; 3:(1)12-23

Rengier F, Rauch PJ, Partovi S, Kirsch J, Nawrotzki R A three-day anatomy revision course taught by senior peers effectively prepares junior students for their national anatomy exam. Ann Anat. 2010; 192:(6)396-9

Scott ES Peer-to-peer mentoring: teaching collegiality. Nurse Educ. 2005; 30:(2)52-6

Secomb J A systematic review of peer teaching and learning in clinical education. J Clin Nurs. 2008; 17:(6)703-16

Weyrich P, Celebi N, Schrauth M, Möltner A, Lammerding-Köppel M, Nikendei C Peer-assisted versus faculty staff-led skills laboratory training: a randomised controlled trial. Med Educ. 2009; 43:(2)113-20

Yates P, Cunningham J, Moyle W, Wollin J Peer mentorship in clinical education: outcomes of a pilot programme for first year students. Nurse Educ Today. 1997; 17:(6)508-14

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

02 April 2015
Volume 5 · Issue 1

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.

Healthcare professionals, particularly paramedics, are continually engaged in educating patients, their families, students, other healthcare professionals and the wider community (Edwards, 2011). As a direct result of this shift in focus, there is now greater emphasis on healthcare professional students to obtain a level of proficiency in teaching during their tertiary education (Hudson and Tonkin, 2008). Peer-assisted learning (PAL) allows senior students to assist their junior peers through teaching, learning support and small group conversations. PAL also provides the potential benefit of additional educational discussion which may not occur in the presence of an academic or tutor (Weyrich et al, 2009).

In recent times, there has been a paradigmatic shift in higher education towards a greater emphasis on ‘learning’ rather than ‘teaching’. A greater degree of focus is now placed on the construction and maintenance of high quality, learner-centred environments, with PAL being seen as a crucial component to these learning environments (Hudson and Tonkin, 2008). Other examples include scenario-based learning, and patient-centred learning, both of which provide capacity for PAL opportunities. PAL is also perceived as an option to continue providing interaction-rich learning environments in the face of reduced resources and continual increases in student numbers, through the sharing of experiences from senior peer-tutors to junior tutees. PAL provides a number of advantages over academic-led learning, such as enhanced peer-to-peer relationships, as peers are perceived to be more approachable than academic staff (Hudson and Tonkin, 2008; Christiansen and Bell, 2010).

Subscribe to get full access to International Paramedic Practice

Thank you for visiting International Paramedic Practice and reading our archive of expert clinical content. If you would like to read more from the only journal dedicated to those working in emergency care, you can start your subscription today for just £48.

What's included

  • CPD Focus

  • Develop your career

  • Stay informed