Preparing tutors for interprofessional peer-assisted learning in health professions education (Prep4TUT): A mixed-methods study protocol

Herinek, Doreen; Woodward‐Kron, Robyn; Ewers, Michael

doi:10.1080/13561820.2022.2066072

Cited by 3 publications

(3 citation statements)

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“…Limitations of this design include the lack of randomisation of participants and a separate control group for comparison [ 11 , 14 ]. However, due to the small numbers of students involved in these two undergraduate programmes, dividing the group further would weaken the statistical significance of the findings.…”

Section: Discussionmentioning

confidence: 99%

“…Peer teaching occurs where students, who are at a similar education level, teach each other about aspects of their profession [ 13 ]. Students benefit from being at a similar level socially and cognitively to their peer teachers [ 14 ]. Peer teaching has been shown to be one of the most effective methods of teaching in interprofessional healthcare education [ 15 ], creating a more relaxed and motivational environment for students to learn [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

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The effectiveness of interprofessional peer-led teaching and learning for therapeutic radiography students and Speech and Language Therapy students

Flood,

Duffy

2024

PLoS ONE

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Background Therapeutic Radiographers (RT) and Speech and Language Therapists (SLT) work closely together in caring for people with head and neck cancer and need a strong understanding of each others’ roles. Peer teaching has been shown to be one of the most effective methods of teaching; however, no studies to date, have involved RT and SLT students. This research aims to establish the effectiveness and perceptions of peer-led teaching between undergraduate RT and SLT students in Ulster University. Methods Twenty SLT students and 14 RT students participated. Knowledge tests were taken online before the peer-led teaching session (T1), after the session (T2) and 3 months later (T3). Students’ perceptions of the experience were collected at the end of the session. Wilcoxon signed-rank tests were used to analyse the impact of the intervention on knowledge scores. Qualitative content analysis was used for open text response data. Results RT students’ own professional knowledge score at T2 was statistically significantly higher than the score at T1; the score at T3 was not deemed to be statistically significantly higher. RT students’ SLT knowledge score at T2 and T3 was found to be statistically significantly higher than the score at T1. SLT students’ own professional knowledge score was not statistically significantly higher at T2 or T3 than T1. They did have a statistically significantly higher score at T2 on the RT test, but score at T3 was not deemed to be statistically significantly higher. The majority of students across both professions agreed or strongly agreed that the peer-led teaching experience had a positive impact on their learning. Conclusion This investigation highlights the benefits of an interprofessional peer-led teaching intervention for RT and SLT students and the findings add to the evidence of more objective study of knowledge gain as a result of interprofessional peer teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effectiveness of interprofessional peer-led teaching and learning for therapeutic radiography students and Speech and Language Therapy students

Flood,

Duffy

2024

PLoS ONE

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“…The methods and results of this first part of the project are presented here. The second part of the project is designed to elicit tutors’ perspectives (i.e., via group discussions with tutors), while the third part will capture international expert perspectives (i.e., via expert interviews) [ 22 ]. Both the second and third studies are currently ongoing, and their procedures and results will be published at a later date.…”

Section: Methodsmentioning

confidence: 99%

Interprofessional peer-assisted learning and tutor training practices in health professions education–A snapshot of Germany

Herinek

Woodward‐Kron²,

Huber³

et al. 2022

PLoS ONE

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Peer-assisted learning (PAL)–especially peer tutorials–are gaining momentum in health professions education, particularly in interprofessional education. As little is known about the use of peer tutorials or the preparation of tutors in this context in Germany and in other countries, this study aims to provide an overview of these interventions. A cross-sectional study with a descriptive-exploratory design was conducted. German institutions for health professions education were contacted, and individuals with pedagogical responsibilities were invited to participate in an online survey. The survey was informed by two studies in which seven domains were identified as important. These included facts about the institution, the offer of PAL, the use of tutorials, and the design of tutor training. The survey used mostly closed-ended questions. The questionnaire was completed by n = 100 participants. Overall, n = 46 participants indicated that PAL was offered at their institution. Of these 46 participants, 32 (70%) indicated that uniprofessional PAL was offered, 2 (4%) indicated that interprofessional PAL was offered, and 12 (26%) indicated that both forms of PAL were offered. Peer tutoring was the most common format in both cases (73% for uniprofessional and 64% for interprofessional PAL), and mandatory interventions were mostly used to prepare the tutors. These interventions were held by educators or lecturers and were offered mostly face-to-face as workshops or as discussions. Deepening the tutors’ social competencies through training was given high relevance. Regarding content, focus was placed on communication, (self-)reflection, and group management. Eighty-eight participants expressed recommendations for future directions in terms of preparing tutors for interprofessional PAL. Minor differences between the use of uniprofessional and interprofessional PAL and tutor training were found. Nevertheless, implementation strategies varied. In future, preparatory measures for tutors should be more uniformly designed and geared to the specific requirements of uniprofessional and interprofessional learning, and that at best on an empirical basis.

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“Between formulas and freestyle” – a qualitative analysis of peer tutor preparation and its impact on peer relations

Herinek,

Woodward-Kron,

Ewers

2024

BMC Med Educ

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Background Peer tutorials are widely used in medical and health professions education. Some evidence suggests that peer tutorials can have positive effects for student peer tutors and tutees alike. To promote these positive effects, peer tutors are often prepared for their tasks. However, detailed information about this preparation is missing in the literature. The present study thus examines from the tutors’ perspective how peer tutor preparation is conducted, both in interprofessional and uniprofessional contexts, and how this preparation affects peer relations. Methods A qualitative design was used for the study. For data gathering, three online focus group discussions were conducted with student peer tutors from uniprofessional and interprofessional settings who had a background in health professions. Data were analysed inductively via thematic analysis. Results A total of 19 individuals participated in three focus group discussions (n = 6/n = 6/n = 7). From the participants’ perspective, preparation measures were heterogenous. Of a wide range of different measures, some were perceived as more helpful, others as less helpful. In analysing the data, three relevant themes came up which were dereived from the peer tutors’ perspective: roles, eye level, and (self-)trust. All three themes were found to be closely related and appeared to have a direct influence on peer relations. This influence on the learning/teaching process was either positive or negative depending on the respondents’ experiences. Conclusion From the peer tutors’ perspective, the preparation they received affected their relationships with their peers in a variety of ways, influenced by the context and the peer tutors’ needs. This finding should be taken into account when planning and implementing future preparatory activities. In addition, further pedagogical considerations and discussions about preparatory activities for peer tutors and their potential impact on social and cognitive congruence are needed.

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Preparing tutors for interprofessional peer-assisted learning in health professions education (Prep4TUT): A mixed-methods study protocol

Cited by 3 publications

References 13 publications

The effectiveness of interprofessional peer-led teaching and learning for therapeutic radiography students and Speech and Language Therapy students

The effectiveness of interprofessional peer-led teaching and learning for therapeutic radiography students and Speech and Language Therapy students

Interprofessional peer-assisted learning and tutor training practices in health professions education–A snapshot of Germany

“Between formulas and freestyle” – a qualitative analysis of peer tutor preparation and its impact on peer relations

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