Peer Assisted Study Sessions (PASS) preparing occupational therapy undergraduates for practice education: A novel application of a proven educational intervention

Abstract

Background/aim With rapid growth in occupational therapy education programmes across Australia and a corresponding increase in demand for placements, there is a need to ensure that students are well prepared for practice education. An occupational therapy education programme at a Victorian university introduced a specific Peer Assisted Study Sessions (PASS) programme to develop students’ preparedness for practice education, supplementing core and existing teaching activities. The aim of this study was to explore the experiences of occupational therapy students, including their perception of its impact on learning and preparation for practice education. Methods Using a phenomenological approach, semi‐structured interviews were undertaken with 15 students who participated in PASS for Placement, 2 of whom were the student leaders. Interviews were transcribed verbatim and thematically analysed. Results Seven themes emerged from the data: a safe environment; skill development; one of us; feeling connected; student‐centred and student‐led; different motivations; and learning through leading. Students were positive about the impact of the programme on their confidence and readiness for practice education. Student leaders also reported that it contributed to the development of leadership skills and overall levels of confidence regarding practice education. Conclusions This study supports the use of PASS to promote practice education preparedness, as there were positive outcomes for both students and student leaders. However, it indicates that participation in such programmes should be voluntary rather than mandatory. This study addresses a clear gap both in current practice and research, describing the application of a proven educational intervention in a new and innovative way. It is the first reporting of the use of PASS to support the preparation of students for practice education in any health discipline and subject to feasibility studies, could be adopted more broadly by disciplines beyond health, where work integrated learning is a mandatory element of the education programme.

Practice Education in Occupational Therapy: Current Trends and Practices

“…Another example of practice supervision is referred to as Near-Peer Assisted Supervision where a senior student or recent graduate supervises a more junior student in some aspects of their placement (Larkin and Hitch 2019). Some universities have set up onsite campus-based clinics where students provide services to clients and families under the supervision of academic staff (Erickson 2018).…”

Learning with and from Peers in Clinical Education

“…For example, occupational therapy and physiotherapy students may all be in their final year of their degree, with the physiotherapy students having completed more "hands-on" learning in their earlier placements. Advantages of this model include students reporting increased confidence in describing and understanding their role, and completing certain technical skills such as interviewing a patient (Kucharski-Howard et al 2019;Larkin and Hitch 2019).…”

“…This pairing in the clinical education environment allows for an informal relationship to develop, with the mentee feeling more comfortable to express their uncertainties and seek clarification, and the mentor gaining confidence in their emerging levels of knowledge and skill (Dennison 2010). The mentor usually has more specific experience in the area of mentoring, and is provided with training and/or support to fulfill their role (Kucharski-Howard et al 2019;Larkin and Hitch 2019). Mentors might provide advice and coaching in a general way, or share their expertise through positive role modeling (Olaussen et al 2016).…”

Just in time, just for you: Growing a Peer Learning Program

“…Some also deliver a hybrid version of both extracurricular and curriculum aligned programs, in which the content is focused on a particular subject or disciplinary area. In the Australian context, one of the most popular examples are Peer Assisted Study Sessions (PASS) programs, in which high-achieving students facilitate group sessions focused on specific disciplinary content (Larkin & Hitch, 2019;Phelan et al, 2022;Sultan et al, 2013). Overall, the literature suggests that, although each of these types of peer programs has slightly different target cohorts and purposes, they tend to refer to consistent underlying principles: they are student-led, reciprocal, build skills and confidence, connect students with other students as well as relevant support, and deliver programs in a normative way that encourages help-seeking behaviours (Copeman & Keightley, 2014;Gamlath, 2022;Garcia-Melgar et al, 2021).…”