Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning

Abstract

BackgroundThe need for developing healthcare professional students’ peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory.MethodsIn 2016, an interprofessional team of academics from across three healthcare faculties: Medicine, Pharmacy and Health Sciences, developed and implemented a six module, flipped learning, interprofessional PTT program. Pre- and post questionnaires, using a Likert scale of 1–5, as well as open ended questions, were distributed to students. Descriptive statistics were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data.ResultsNinety senior students from across the three faculties participated. Eighty nine percent of participants completed a pre- and post-course questionnaire. Students felt the required pre-class preparation, including online pre-reading, discussion board, videos, and teaching activities enhanced their face-to-face learning experience. In class, students valued the small-group activities, and the opportunities to practice their teaching skills with provision of feedback. Students reported increased confidence to plan and deliver peer teaching activities, and an increased awareness of the roles and responsibilities of health professionals outside of their own discipline, and use of different terminology and communication methods. Students’ suggestions for improving the PTT, included; less large group teaching; more online delivery of theory; and inclusion of a wider range of health professional disciplines.ConclusionThe PTT program provided a theoretically informed framework where students could develop and practice their teaching skills, helping to shape students’ professional values as they assume peer teaching responsibilities and move towards healthcare practice. The flipped learning, interprofessional format was successful in developing students’ skills, competence and confidence in teaching, assessment, communication and feedback. Importantly, participation increased students’ awareness and understanding of the various roles of health professionals.

Planning peer assisted learning (PAL) activities in clinical schools

“…Early training and experience in interprofessional activities has many potential benefits, including improvements in leadership, collaboration and communication between healthcare teams, ultimately improving patient safety [16][17][18]. Although challenges include logistics, resource allocation, and differing terminology, there are many associated benefits [19]. Importantly, an interprofessional context provides a dynamic tool to increase participants' understanding of the various roles of healthcare professionals, and shape opportunities for interprofessional activities [19,20].…”

“…Description: Delivered as a six module, interprofessional, blended learning program, participants are provided with theoretical background, and opportunities for active participation in small group interprofessional learning teams [19,22,38].…”

“…Purpose: The Peer Teacher Training (PTT) program is designed to support health professional students in the development of their teaching, assessment and feedback skills, in preparation for PAL activities, and future health professional practice. designs of the PTT program to suit both students and junior health professionals, including the Clinical Teacher Training program, have been previously reported [19,22,38].…”

Peer Tutoring for Anatomy Workshops in Cambodia

“…Studies from a variety of settings indicate that student tutors report increased self‐confidence, improvements in knowledge retention, and development of communication skills (Benware and Deci., ; Nnodim, ). Communication and teaching skills may be further enhanced if training is provided for student tutors (Menezes et al, ; Burgess et al, ). Students who receive tutoring from peers also report improvements in understanding, interpersonal skills and study habits.…”

Teaching systems in occupational medicine

“…In fields of study concerning applied knowledge, it is a requirement to know what underlies the concepts. Consequently concepts can be managed with adequacy in different circumstances, and the learning experience places the meaning in the appropriate context (Burgess, Roberts, van Diggele, & Mellis, 2017).…”