Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

Abstract

Objective. To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). Design. The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. Assessment. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. Conclusion. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

Students Engaged in Teaching

“…Sadowski et al. () indicated that “While there may be some concern that faculty members have greater knowledge or expertise, and therefore, would do a superior job of transferring information, the social and cognitive congruence of a peer teacher compensates for this” (p. 5). Cognitive congruence focuses on the ability of an instructor and student to share the same language (Cate and Durning ; Yu et al.…”

“…Students who served as peer teachers reported increased confidence regarding in their intellectual abilities (Sadowski et al. ; Sarquis et al. ).…”

“…Without enhanced problem‐solving skills, UPIs would not be successful in their teaching endeavors, and as the literature shows, peer instructors are extremely successful in improving not only their own knowledge but also of those they are teaching (Cate and Durning ; Sadowski et al. ; Weidert et al. ; Yu et al.…”

“…As a result of mastery of course content, UPIs serve as learning role models and mentors to those with whom they are working (Sadowski et al. ; Sarquis et al. ).…”

“…Due to both the social and cognitive congruence that UPIs and students share, UPIs can have a beneficial impact on the teaching environment leading to positive educational outcomes and increased student satisfaction (Sadowski et al. ; Weidert et al. ; Yu et al.…”