Peer Interactions and Their Benefits during Occupational Therapy Practice Placement Education

Abstract

Peer collaboration is believed to assist in the development of critical thinking and reflection skills. However, collaboration may be difficult to achieve in the practice placement environment because students often experience placements away from peers. This study aimed to establish the frequency and types of peer contact experienced by first year occupational therapy students during practice placement education, in order to identify any benefits from interactions during this time and to establish any unmet needs that may arise from restricted peer contact. The data from responses to a survey by 53 of a cohort of 121 students demonstrated the diversity and disparity in the opportunities available. Many interactions provided support and reassurance and made a positive contribution to learning. Return-to-university days during practice placements and regional support groups to facilitate collaboration were suggested. The analysis of an online discussion board made available to all 121 students showed that only 12 students contributed to the discussions. The perceived benefits included contact with peers and practical support from tutors. Improved education and increased input from tutors were suggested as methods to encourage more effective use of this tool, in order to meet the learning and social needs of students with limited opportunities for peer interaction during placement modules.

An integrated literature review of undergraduate peer teaching in allied health professions

“…The literature describes a variation in group size of 1:1, 1:2 and 1:3, [11,12,17] although current trends refer to students working in pairs, i.e. a 1:1 learning experience.…”

“…[11] Tutees Tutees' experience of PAL has been described as positive. PAL allowed them to focus on learning without fear of asking basic questions and reduced stress.…”

“…Two of the articles were related to occupational therapy programmes [11,12] and the remaining six to physiotherapy programmes. [13][14][15][16][17][18] This indicated that knowledge on PAL in the allied health professions is limited.…”

“…Teaching other students has been reported as positive; it also helped to develop their own learning and reasoning. [11][12][13]18] Added advantages include the promotion of collegial relationships between the students, [17] and facilitating communication skills. [13,18] Asghar [15] indicated that students showed sensitivity and empathy with regard to providing feedback to their peers.…”

“…Using PAL during the training of professional skills, the tutors and tutees should be senior students, [11,12,18] but PAL could also be implemented during the first year of study in physiotherapy. [14] One article conveyed the opinion that students from the same academic year could also assist.…”