Effectiveness Of Peer-assisted Learning Research Articles

Effectiveness of peer assisted learning in improving HIV knowledge, attitude, and perception among community health workers

Background: Community health workers (CHWs) act as a bridge between community and clinical care in caring for HIV patients. This study aimed to evaluate the effectiveness of peer education in improving HIV knowledge, attitude, and perception of CHWs in Babol, Iran in 2019. Methods: This was a quasi-experimental study conducted among CHWs in the health centers of Babol, Iran. The city was divided into two areas of the North and the South according to the geographical map. Then, based on the list of the health centers in each of the areas, one health center was randomly selected and assigned to either the experimental or the control group. Results: Following peer education, all study variables including knowledge score, attitude, and perception about HIV-related issues significantly improved in the experimental group compared to the pre-intervention phase (P=0.002, P=0.02, and P=0.00 respectively). The most significant change was in misconception score with a approximately large effect size (0.78), presenting an increase of 95.53% from 15 to 29.33 after the intervention, while attitude and knowledge respectively presented 85.04% and 81.07% increase with a smaller effect size of 0.57 and 0.52. Conclusion: In the study peer education proved to be an effective strategy in improving the knowledge, attitudes, and perception of CHWs concerning HIV/AIDS. Therefore, the peer-to-peer training model can fill a critical gap in the training of CHW based on the idea that not only do the CHWs themselves need to enhance their knowledge of related topics but they also need to train others. In turn, this will result in providing cost-effective health promotion and prevention services in a more culturally appropriate manner.

Effect of Peer-Assisted Learning on Enhancing Clinical Research Skills Among Medical Students: Students' and Tutors' Perceptions.

PurposeResearch methodology is an essential part of evidence-based medicine. Many educational programs include clinical research methodology within their curriculum. Moreover, students’ preferences for learning methods are different than before, as they now prefer alternative methods, such as peer teaching. Peer-assisted learning enhances students’ tutoring skills. Thus, the current study aimed to evaluate the effect of peer teaching on enhancing clinical research skills.Participants and MethodsPeer-assisted learning was evaluated during a four-week online research methodology course designed for medical students at King Abdulaziz University. A total of 121 students’ and 38 tutors’ attitudes and perceptions of peer teaching were evaluated using a self-administered questionnaire. The effectiveness of peer teaching was assessed using pre- and post-course knowledge tests. Chi-square was used to assess the association of qualitative data, and Mann–Whitney U-test and Wilcoxon rank test were used as nonparametric tests for the variables that were not normally distributed.ResultsThe post-course knowledge score was significantly higher than the pre-test score. Students had a positive perception of peer-assisted learning. Over 90% of the students preferred peer-assisted learning to traditional teaching. Similarly, the tutors had significantly positive perceptions of peer-assisted teaching. Younger students who had higher post-test mean knowledge scores had a good perception of peer teaching.ConclusionThe current study demonstrates students’ and tutors’ positive perceptions of peer-assisted learning as well as the effectiveness of peer learning. Medical schools should pay more attention to students and prepare them for peer-teacher roles.

Utilization and Effects of Peer‐Assisted Learning in Basic Medical Education

This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students’ personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students’ leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.

Effectiveness of Peer-Assisted Learning in Nursing Student Knowledge and Compliance in the Application of Standard Precautions

The learning process in higher nursing education develops student competences, such as applying standard precautions, in providing professional nursing care. To improve student knowledge and compliance related to standard precautions requires innovation from lecturers in providing appropriate learning methods. Peer-assisted learning (PAL) can enhance the active role of students and improve achievement. The PAL method involves senior students as peer teachers who help junior students. Using a questionnaire as an assessment instrument, this study aimed to determine the effectiveness of PAL on knowledge and compliance in the application of standard precautions in student nurses. This study design was quasi experimental with pre and post assessment and a control group design approach. This research was conducted at the D Hospital in Padang, Indonesia, a hospital where students practice. This study was conducted in June–September 2017 with a sample size of 45. Data analysis using paired t-test showed that the average values of the level of knowledge and skills of students in the application of standard precautions before and after PAL methods differed significantly in the intervention group (p= 0.001). In conclusion, PAL can be applied in the learning process of nursing students to increase student achievement. Abstrak Efektifitas Metode Peer-Assisted Learning terhadap Tingkat Pengetahuan dan Kepatuhan Mahasiswa dalam Penerapan Kewaspadaan Standar. Proses pembelajaran dalam pendidikan tinggi keperawatan mengembangkan kompetensi siswa, seperti menerapkan tindakan pencegahan standar, dalam memberikan asuhan keperawatan profesional. Untuk meningkatkan pengetahuan dan kepatuhan mahasiswa terkait kewaspadaan standar, dibutuhkan inovasi dari dosen dalam memberikan metode pembelajaran yang tepat. Peer-assisted learning (PAL) dapat mening-katkan peran aktif siswa dan meningkatkan prestasi. Metode PAL melibatkan mahasiswa senior sebagai peer-teacher yang membantu mahasiswa junior. Menggunakan kuesioner sebagai instrumen penilaian, penelitian ini bertujuan untuk menentukan efektivitas PAL pada pengetahuan dan kepatuhan dalam penerapan kewaspadaan standar pada maha-siswa keperawatan. Desain penelitian ini adalah quasi experiment dengan penilaian pre dan post dan pendekatan control group design. Penelitian ini dilakukan di Rumah Sakit D di Padang, Indonesia, sebuah rumah sakit tempat praktik mahasiswa. Penelitian ini dilakukan pada Juni–September 2017 dengan sampel 45. Analisis data menggunakan paired t-test menunjukkan bahwa nilai rerata tingkat pengetahuan dan keterampilan mahasiswa dalam penerapan kewaspadaan standar sebelum dan sesudah metode PAL berbeda secara signifikan pada kelompok intervensi (p= 0,001). Kesimpulan-nya, PAL dapat diterapkan dalam proses belajar siswa keperawatan untuk meningkatkan prestasi siswa. Kata kunci: kewaspadaan standar, mahasiswa keperawatan, peer-assisted learning

Effectiveness of Peer-Assisted Learning in Nursing Student Knowledge and Compliance in The Application of Standard Precautions

The learning process in higher nursing education develops student competences, such as applying standard precautions, in providing professional nursing care. To improve student knowledge and compliance related to standard precautions requires innovation from lecturers in providing appropriate learning methods. Peer-assisted learning (PAL) can enhance the active role of students and improve achievement. The PAL method involves senior students as peer teachers who help junior students. Using a questionnaire as an assessment instrument, this study aimed to determine the effectiveness of PAL on knowledge and compliance in the application of standard precautions in student nurses. This study design was quasi experimental with pre and post assessment and a control group design approach. This research was conducted at the D Hospital in Padang, Indonesia, a hospital where students practice. This study was conducted in June–September 2017 with a sample size of 45. Data analysis using paired t-test showed that the average values of the level of knowledge and skills of students in the application of standard precautions before and after PAL methods differed significantly in the intervention group (p = 0.001). In conclusion, PAL can be applied in the learning process of nursing students to increase student achievement. Abstrak Efektifitas Metode Peer-Assisted Learning (PAL) Terhadap Tingkat Pengetahuan dan Kepatuhan Mahasiswa Dalam Penerapan Kewaspadaan Standar. Proses pembelajaran pada pendidikan tinggi keperawatan mengembangkan kompetensi mahasiswa dalam memberikan asuhan keperawatan profesional. Salah satu kompentensi mahasiswa adalah menerapkan kewaspadaan standar. Untuk meningkatkan pengetahuan dan kepatuhan mahasiswa terkait kewaspadaan standar membutuhkan inovasi dari dosen dalam memberikan metode pembelajaran yang sesuai. Metode peer-assisted learning (PAL) merupakan metode pembelajaran yang dapat meningkatkan peran aktif mahasiswa serta meningkatkan pencapaian kompetensi mahasiswa. Metode PAL melibatkan mahasiswa senior sebagai peer-teacher yang membantu juniornya dalam belajar. Tujuan penelitian ini adalah mengetahui efektifitas metode PAL terhadap tingkat pengetahuan dan kepatuhan dalam penerapan kewaspadaan standar pada mahasiswa keperawatan. Intrumen penelitian ini menggunakan kuesioner. Desain penelitian ini adalah quasi experiment dengan pendekatan pre dan post with control group design. Penelitian ini dilakukan di Rumah Sakit D di Padang, Indonesia, sebagai salah satu rumah sakit yang menjadi tempat praktik mahasiswa. Penelitian ini dilakukan pada Juni – September 2017. Jumlah sampel dalam penelitian ini adalah 45 orang. Hasil analisis data menggunakan paired t test menunjukkan nilai rerata tingkat pengetahuan dan keterampilan mahasiswa dalam penerapan kewaspadaan standar sebelum dan sesudah dilakukan metode PAL berbeda secara signifikan pada kelompok intervensi (p= 0,001). Metode PAL dapat diterapkan dalam proses pembelajaran mahasiswa keperawatan karena dapat meningkatkan pencapaian kompetensi mahasiswa. Kata kunci: kewaspadaan standar, mahasiswa keperawatan, peer-assisted learning (PAL)

Peer-assisted teaching at the University of Zimbabwe, College of Health Sciences: A prospective observational study

Objectives: We describe the effects of peer-assisted learning, focusing on the practical proficiency of the trainees to perform one particular regional anaesthesia technique. We also describe the effect the peer assisted learning had on patient service provision. Design: This was a prospective observational study of the23 students in the department at the time. It was conducted at the two teaching hospitals Parirenyatwa and Harare Central Hospitals in 3 stages. Stage 1 Initial assessment of the trainees and audit of theatre registers, stage 2 the setup and implementation of the module and stage 3 reassessment after the setup and implementation. The Data was analysed using a Students t test, Chi square test and descriptive statistics used to report. Setting: Special Referral Hospital. Subjects: Medical students in the department of Anaesthesia and Critical Care Medicine. Main Outcome Measures: Performance of the Supraclavicular Brachial Plexus Block. Results: There was a statistically significant increase in the number of trainees who had performed a supraclavicular brachial plexus block from 2 (8.7%) to 15 (65.3%), [p=0.001]. The number of blocks performed increased from 0-47.6% [p=0.000] and 1.7%-20.8% [p=0.0005] at Parirenyatwa and Harare Central Hospitals respectively. Twenty two of the 23 students thought the module beneficial. Conclusion: Introduction of a peer assisted learning module improved learning of fellow trainees and ensured more had acquired the skill. This resulted in more patients in whom the technique was indicated receiving the beneficial service. Thus peer assisted teaching functioned as a good adjunct to traditional methods.

On the Effect of Peer-assisted learning in the teaching of pelvic fractures

Objective To explore the feasibility and effectiveness of peer-assisted learning (PAL) in the clinical probation teaching of orthopaedics in excellent doctors classes. Methods Forty students in the 2014 excellent doctors class in Inner Mongolia Medical University were selected and randomly divided into the experimental group and the control group. The experimental group adopted the PAL teaching mode, and the control group received the ordinary teaching mode. At the end of the internship, theoretical knowledge and practical skills tests were conducted, and self-evaluation and course evaluation were completed in the form of questionnaires. Results The scores of the experimental group in theoretical knowledge and practical skills were higher than those of the control group, and the differences are statistically significant [theoretical scores (97.2±0.7) vs. (90.2±1.3); practical operation scores (98.5±2.4) vs. (89.2±1.5); case analysis (98.1±0.8) vs. (92.3±2.8), P<0.05]. Students in the experimental group were generally satisfied with their mastering of the basic theoretical knowledges and clinical practice skills of orthopaedics. Conclusion The application of the PAL model in clinical probation teaching not only stimulates students' enthusiasm for learning, but also enhances their eagerness in self-learning; it helps students master the basic theoretical knowledge and clinical skills better in clinical probation. Key words: Peer-assisted learning; Internship; Excellent doctors; Teaching

The Effects of Peer-Assisted Learning on Disruptive Behavior and Academic Engagement

Education researchers have recently called for the development of interventions to address the needs of students with or at risk of disabilities who exhibit co-occurring academic and behavioral needs. Teachers of these students frequently prioritize intervening on problem behavior rather than academics. However, addressing students’ academic needs with interventions that change classroom environments may reduce problem behavior. This study examined the effects of a reciprocal peer-tutoring program on disruptive behavior and academic engagement. An A-B-A-B design was implemented in an eighth-grade intervention classroom receiving Tier 2 supports from a general educator, with one student who demonstrated frequent disruptive behavior and concomitant reading difficulty. Results support a functional relation between the intervention and changes in disruptive behavior and academic engagement. Implications for future research and practice are discussed.

Developing Critical Thinking in OT Education: Effectiveness of a Fishbowl Approach

This paper explores the effectiveness of peer assisted learning on developing critical thinking skills in an occupational therapy graduate course. The use of peer teaching strategies, including a Fishbowl discussion and case-based problem solving, were compared to a faculty-led lecture approach to determine which approach best prepared student critical thinking. Participants included 115 first year graduate occupational therapy students. No statistically significant differences were noted in student ability to express knowledge, comprehension, and application of information. However, statistically significant differences were noted on graduate student ability to analyze, synthesize, and evaluate using newly learned information when peer teaching strategies were used in the classroom. Therefore, the authors concluded peer assisted learning approaches may support better integration of knowledge at higher levels of Bloom’s knowledge for critical thinking than traditional faculty-led teaching approaches.

Teaching Foreign Language Speaking Skills Through Peer-Tutoring

Introduction. Teaching foreign language speaking skills to students of the same academic group having different levels of language proficiency within a restricted time period is an urgent problem for non-linguistic universities. Its solution requires an interdisciplinary approach and the integration of modern pedagogical, psychological and linguistic knowledge. The aim of the study is to prove experimentally the effectiveness of peer assisted learning organized within the regular classroom settings. Materials and Methods. The study is concerned with a peer assisted learning strategy aimed at the development of EFL speaking skills of low-skilled students. Unlike international practice of extra-curricular peer tutoring the given strategy is used among well-acquainted students within the regular classroom settings. Peer assisted learning is based on both qualitative and quantitative methods such as data collection of both foreign and Russian teachers, linguists and psychologists, analysis and generalizations along with the communicative language teaching method, experiment and observation . Results. As a result, the criteria for selection of peer tutors were formulated, a new structural component of peer assisted learning was developed and implemented, stages of teaching EFL speaking skills were pointed out, vocabulary and exercises appropriate to students’ knowledge and experience were selected. The researched model of peer assisted learning made it possible to integrate basic principles of the communicative method. Discussion and Conclusions. Through peer assisted learning tutees benefit by developing and practicing communicative skills, increasing motivation. All tutors and tutees are actively engaged in work, develop responsibility and collaboration, and improve academic achievements. The effectiveness is provided by systematic peer assisted learning, coordinated work of students in pairs/threes, taking top-down and bottomup approaches to teaching speaking, proper selection of vocabulary and exercises. The obtained results contribute to the study of problems of teaching speaking and motivate further study of peer tutoring and making additional experiments.

The effect of peer assisted learning (PAL) on anatomic competencies of prospective student’s biology teachers

Research about the effect of Peer Assisted Learning (PAL) strategy on Plant Anatomy Course, which aims to improve anatomic competencies of prospective student’s biology teacher, has been done. This study used a quasi-experimental pre-test post-test control group design. The draft includes a group of students who were given a pre-test which is then followed by observing the PAL treatment process and post-test. The other students group (control) was given the pre-test and post-test only. The PAL program began with a discussion between the lecturer and the tutor about the pretest results and then discussion between the tutors and their tutees in the class about the responses items. After that, all students were assigned to answer a set of response items, and then did the posttest. The results showed that the PAL strategy can increase student’s anatomic literacy significantly and can increase student’s anatomic lab skills no significantly. Thus the PAL strategy implementation has a potential to improve student’s anatomic competencies. The generally students weaknesses were they lack practice in interpreting of research results in the graphs form and rarely shared about anatomic lab skills. All students respond positively to the PAL strategy.

Application of the peer-assisted learning combined with peer feedback in the teaching of operating room nursing

Objective To evaluate the effects of peer-assisted learning (PAL) combined with peer feedback in the teaching of operating room nursing. Methods 80 undergraduate nursing students in grade 2012 were assigned to the experimental group (n=40) and control group (n=40) by random number table method. The content of this training is operating room nursing skills. Nursing students in the experimental group received peer-assisted learning combined with peer feedback teaching, while nursing students in the control group received conventional teaching. Results The students' examination scores of the experimental group was (92.25±3.43) obviously higher than that of the control group (89.20±3.55) U=609.500, (P < 0.05), the students' evaluation of the new teaching method was higher than that of the control group (t=-2.76 --2.27, P < 0.05 or 0.01). Conclusions Peer-assisted learning combined with peer feedback can improve the operational capability of the students in operating room, is helpful to stimulate students' subjective initiative and improve the teaching quality of nursing. Key words: Operating room nursing; Teaching methods; Peer feedback; Peer-assisted learning

Assessment of the acceptance and effectiveness of peer-assisted learning in pediatrics.

Background:Peer-assisted learning (PAL) is the development of knowledge and skill through active help and support of equals. However, this has not been tested in medical education in India.Objectives:To assess the effectiveness of PAL on improvement in cognitive assessment scores and its acceptance among undergraduate medical students in one public teaching medical university in North India.Methodology:After approval from the Institutional Ethics Committee, three PAL sessions, 1 per week, each on specific topic, were conducted using small group discussion methodology with a faculty contact and student leader and 4–6 peer-learners, in 9th semester MBBS students. A pretest with multiple choice questions (MCQs) was followed by distribution of learning objectives and list of resource material. PAL session was conducted after 72 h, followed by posttest by MCQs and then focus group discussion (FGD) on students’ experiences.Results:Of the 26 students enrolled, three PAL sessions was completed by 22 (84.6%) students. The correlation coefficient between pre- and post-test scores was 0.48 (P < 0.0001), with a 24.2% improvement in posttest scores. In the nine FGDs most said that PALs helped in the better preparation of the topic, clarifying doubts, lessened examination anxiety, improved communication skills, and increased self-confidence.Conclusion:PAL was well accepted, and it improved assessment scores. Therefore, it can be adopted for teaching selected topics across all subjects of MBBS course.

Peer facilitated learning in Mathematics for Engineering: a case study from an Australian university

The purpose of this case study is to discuss the effectiveness of peer assisted learning as an engagement strategy for first year engineering students. Studies have shown that engagement is critical to student success in higher education and that it requires a multifaceted approach that recognises the diverse needs of contemporary heterogeneous cohorts. By using the case study of a peer facilitator in a Mathematics for Engineers unit at an Australian University we hope to provide some insights into the Peer Assisted Study Session (PASS) model of student engagement and learning support. PASS is the nomenclature commonly used in Australia for Supplemental Instruction; a peer facilitated learning model that has been shown to improve students’ academic performance as well as assisting in their transition to the university environment. The authors are the coordinator of the PASS programme and a student facilitator from an Australian university. Kiyomi Dunphy, the student facilitator, provides insight into her experience of running weekly study sessions for students and this is supplemented with comments from the programme attendees. Rather than focusing on quantitative data, we have taken a qualitative approach, with the intention of explicating the model as it operates in our particular context.

Vision and Change in Biology Undergraduate Education, A Call for Action—Initial Responses

The executive summary provides an overview of some of V&C's key recommendations regarding next steps in the effort to mobilize the biology community. It is, in essence, a call for national service. A publication discussing these recommendations and action items in more depth will be available later this year. Meanwhile, we highly recommend reading the Executive Summary of V&C, the NAS report (NAS, 2010), and a seminal article by Labov et al. (2010) summarizing the synergy created by these several reports on the changing nature of studies in biology and concomitant need to change biology education. Then, take action! Our hope is to see the formation of a community of biologists, similar to that forming in geology (Manduca et al., 2010): one that will advance biology undergraduate education so it truly reflects the discipline it serves.

The effect of peer assisted learning support (PALS) on performance in mathematics and chemistry

Supplemental Instruction has a long history of effective use in third level education in the United States. However, there are few rigorously controlled studies in which the potentially confounding effects of student aptitude and experience and of ‘volunteer effects’ have been controlled. Analysis of the effects of peer assisted learning in the context of the higher educational system of the UK and Ireland is relatively sparse, with few rigorously controlled studies, and it is therefore difficult to quantify its impact. I carried out a carefully controlled study of the effects of peer assisted learning by second year students with first year students. Prior to tutoring, the tutored and non‐tutored groups were very evenly matched. However, after one semester of tutoring there were substantial and significant differences between the tutored and non‐tutored students. The tutored students progressively increased their performance at in‐house tests in calculus compared to the untutored students, their examination marks in chemistry and calculus substantially improved (>13%) and failure rates were cut dramatically. Student progression was substantially improved.