Peer teaching in higher education: A review

Goldschmid, Barbara; Goldschmid, Marcel L.

doi:10.1007/bf01677204

Cited by 190 publications

(128 citation statements)

References 33 publications

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“…In the second year of the study, we decided the peer learning should be a student learning group activity 7 so that more physical therapy students could be involved. Thus, the activity became a required course activity for physical therapy and pharmacy students.…”

Section: Designmentioning

confidence: 99%

“…6 Peer teaching can improve theoretical knowledge and practical skills in higher level education. 7 Although examples of peer teaching within health professions are documented, [8][9][10] student peer teaching across health disciplines is less commonly reported. We had an opportunity to examine peer teaching with pharmacy and physical therapy students.…”

Section: Introductionmentioning

confidence: 99%

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Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

Sadowski¹,

Li²,

Pasay³

et al. 2015

American Journal of Pharmaceutical Education

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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.

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Section: Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

Sadowski¹,

Li²,

Pasay³

et al. 2015

American Journal of Pharmaceutical Education

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“…This is perhaps surprising, given the well established practice of employing students to conduct undergraduate teaching. Goldschmid and Goldschmid (1976) conducted a review of the practice of peer mentoring as developed in the 1970s and concluded that peer mentoring (or peer teaching as they preferred to call it) provided significant benefits for both parties:…”

Section: ) Mentoring Of University Studentsmentioning

confidence: 99%

Peer mentoring to secure student placements

Procter

2012

Higher Education, Skills and Work-Based Learning

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PurposeThe purpose of this paper is to describe a case study where student peer mentors were employed to motivate and assist undergraduates to secure optional professional placement positions.Design/methodology/approachThe paper describes the reasons for establishing the project, the recruitment and work carried out by the mentors. It explains a survey of students who had not undertaken placements the previous year to try to identify the activities that would be most effective on the part of the mentors. The mentors, together with the placement co‐coordinator, devised support ranging from one‐to‐one mentoring, drop in “clinics”, online support and large group talks. It discusses the results of this work and evaluates the responses of both mentors and mentees.FindingsThose mentees who took part in the mentoring were typically those who were already enthusiastic about placement opportunities. The majority of students did not take advantage of mentoring support, including support on a drop‐in basis or one‐to‐one basis or support available online through a social network. It was found that the mentoring scheme did not significantly affect the proportion of students seeking or securing placements. However, the mentors themselves gained tremendous benefits from the mentoring scheme, in particular developing their communication skills and confidence.Research limitations/implicationsA thorough survey of potential mentees was not carried out after the project to ascertain the reasons for their lack of engagement.Practical implicationsThere are two separate implications of this project. First, the mentoring scheme was valuable primarily for the mentors and not the mentees; and second, the level of support provided by the University is not the main factor in the low take up of optional placement opportunities. If these are felt to be sufficiently valuable for the student learning experience they need to be compulsory with appropriate support available – a mentoring scheme might then be of far more value to mentees.Originality/valueThere is very little published concerning the use of mentoring to facilitate work‐based learning so this paper is valuable for that alone. Furthermore, most published work on mentoring is located in the “best practice” school of pedagogical research where it is implicitly assumed that one must report on the success of an intervention. Frequently it is more valuable to examine more unexpected results of an intervention. This paper however shows much greater benefits achieved by the mentors than the mentees.

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“…Ng (2008) states that students involved in a peer learning project found the experience to be valuable and efficient. Goldschmid and Goldschmid (1976) argue that peer tutoring can benefit both the student "teacher" and the student "learner" by encouraging participation, cooperation, and social interaction. Knobe et al (2010) claim that the benefits of a project involving selfteaching and peer teaching lie mostly with the student "teachers".…”

Section: Introductionmentioning

confidence: 99%

Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop

2015

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This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the opportunity and examines the support they require, their motivation levels, and if they actually learn curriculum content using this approach.An exploratory case study methodology was used, and the findings suggest that students want varied learning experiences that include many of the elements which would fall under the heading of 21st century learning, that with some support and encouragement they can create innovative learning experiences for their peers, and that they can learn curriculum content from the process.

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Peer teaching in higher education: A review

Cited by 190 publications

References 33 publications

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

Peer mentoring to secure student placements

Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop

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