Effects Of Peer Teaching Research Articles

Assessing the Merits and Effectiveness of Peer Teaching in Small Groups through the Employment of Different Learning Media.

Background Peer teaching is a well-acknowledged method to facilitate teaching and learning among medical students. The objective of the study was to assess the merits and effectiveness of peer teaching in small groups using a student-centered approach through the employment of different learning media. Methods This was a cross-sectional descriptive study conducted among a group of 34 students from third professional year. Purposive sampling was used, wherein students were subdivided into five small groups. At the beginning, a pretest consisting of 10 multiple-choice questions was conducted on the topic "Epidemiology of Hypertension." This topic was further subdivided into five subtopics, and five separate learning media (viz., video, PowerPoint, white board, chalk-and-talk, and chart) were allocated using the lottery method. Each group discussed the allotted topic and then presented their findings in the large group using the assigned learning media, while other groups gave feedback, and the best group was decided through multivoting. Posttest was administered and the results were compared with the pretest. Data entry was done in Microsoft Excel and analysis was done using SPSS 16. Descriptive statistics and paired t -test was used to compare the results in pretest and posttest at p level < 0.05. Results This innovative session of peer teaching featured 34 students, with a mean age of 22 ± 1.3 years. While carrying out the Kirkpatrick Level 1 evaluation, almost 90% students liked the role of the facilitator in stimulating interest in the topic. There was a mean average increase of 1.7 marks on comparing the scores of posttest with pretest (Kirkpatrick Level 2), and the reported difference was statistically significant. Joyful learning 24 (66.7%) and group discussion 23 (63.9%) emerged as the most liked aspects of the session. Conclusion In conclusion, peer teaching through learning media is an effective method as it promotes active learning, improves communication skills, and improves the academic performance of students. Peer teaching using different learning media proved to be quite effective in improvement of knowledge about epidemiology of hypertension, the pros and cons of different learning media, and encouraged creativity among students.

EFFECTS OF PEER TEACHING ON GRAMMAR LEARNING: DOES IT ENHANCE LEARNER AUTONOMY?

Peer teaching has been widely applied in university settings to assist language learners. However, concerns have been raised about the potential impact on learner autonomy as this teaching method involves a more able learner tutoring a lower-level one. Despite this, little attention has been given to examining this issue. For this reason, this qualitative study investigates whether peer teaching can help foster tertiary EFL students' autonomy in isolated grammar learning, which may serve as more intensive training to improve metalinguistic knowledge and grammar competence within restricted time frames. Based on reports from 29 survey participants and 11 interviewees, the study finds that peer teaching can promote learning autonomy, with students engaging in various activities to enhance their learning during tutoring and/or the peer teaching program. Participants reported improvements in learning motivation, subject understanding, problem-solving skills, and monitoring and evaluating skills. However, some students, especially those with lower abilities, appeared to be more reliant on peer tutors in constructing their knowledge, providing self-study materials, and frequency of grammar self-study. This study provides crucial qualitative findings that shed light on the effects of peer teaching on learner autonomy, particularly for EFL teacher education students' grammar learning.

Effect of Peer Teaching on Nursing Students Performance of Clinical Training in Hemodialysis Unit

Background: Peer teaching is considered as an effective educational approach for nursing students. It prepares them for their future roles as educators, enhances their psychomotor skills, attitudes, and builds their self-esteem. Aim: The study aimed to evaluate the effect of peer teaching on nursing students' performance of clinical training in hemodialysis unit. Design: A quasi experimental research design was utilized to achieve the aim of this study. The current study was carried out at the two hemodialysis units of Mansoura university hospital. A convenient sample of 74 of second level nursing students who were enrolled in Medical surgical nursing course. They were assigned randomly into study group (peer learners) who were exposed to peer teaching method (under researchers' observations) and control group (instructor learners) who were exposed to instructor teaching. Six students (peer teachers) were selected, had previous experience of the hemodialysis clinical area with satisfied performance score prior to study. Tools: Three tools were utilized; Interview questionnaire sheet, Performance Observational Checklist, and Acceptance & satisfaction likert scales. Results: The results showed that there was no statistically significance difference between peer teaching group and control group regarding both of knowledge and performance concerning hemodialysis session termination. Conclusion: Peer teaching method can be used in clinical practice to overcome large numbers of students. Recommendations: Applying peer teaching method in clinical training. Also, it can be recommended to replicate the study in different clinical practice areas and large students' sample.

Effects of peer teaching on self-leadership, psychological capitals and learning satisfaction among nursing freshmen

Effects of peer teaching on self-leadership, psychological capitals and learning satisfaction among nursing freshmen

Effectiveness of peer teaching in medical education: medical student's perspective.

Effectiveness of peer teaching in medical education: medical student's perspective Farhiya Omar, Maryam Zaheer, Muna Ahmed Faculty of Medicine, St George’s Hospital Medical School, London, UKAs three clinical-year medical students in the United Kingdom, we were particularly intrigued by Elhassan’s1 research into a weekly educational activity called the “hospitalist huddle” in the United States. It explored the concept of peer teaching amongdoctors and its effectiveness. In this letter, we will discuss the usefulness of peer teaching for medical students as well as the different educational opportunities similar to the “hospitalist huddle” that exist in UK hospitals.Author's replyMohammed ElhassanDepartment of Internal Medicine, Division of Hospital Medicine, UCSF/Fresno Center for Medical Education and Research, Fresno, CA, USAI read with interest and joy the letter written by Omar, Zaheer, and Ahmed, all clinical-year medical students in the UnitedKingdom, regarding their experience with peer and near-peer teaching in their institution. It is a delight to learn that theirexperience with this medical education tool is positive and affirmative. This adds support to the notion that teachingwith flat hierarchy is truly appealing for medial learners at different educational levels and within different clinical settings,not only in the US, but also in other similar medical education systems.View the original paper by Elhassan

Perceived Benefits and Effectiveness of Peer Teaching and Learning methods among Nursing Students at a Private University in Oman

Perceived Benefits and Effectiveness of Peer Teaching and Learning methods among Nursing Students at a Private University in Oman

Effect of Peer Teaching Used in Nursing Education on the Performance and Competence of Students in Practical Skills Training

ABSTRACTPeer teaching is an effective educational approach for nursing students. It has been used in nursing as an adjunct to lectures and to support learning in clinical practice. This study evaluated the efficacy of peer teaching model which is used in skills training of student nurses. As an experimental study, it included 57 first years and 10 senior students from the nursing department. First years constituted the interventional group and the control group while seniors made up the peer educators. This study revealed that the experimental group students had obtained adequate skills in nasopharyngeal aspiration, permanent bladder catheterization practices and take blood pressure compare to their counterparts (p<0.05).The approach is helpful for improving students’ ability in practical training. The study results add to the literature supporting the use of peer teaching approach in nursing training practical education.

Peer Teaching in College English Classes: An Action Research to Promote Learner Autonomy

This paper reports an action research in college English classes by the use of peer teaching to promote learner autonomy. Questionnaire, classroom observation, group interviews and written journals were used to explore students’ readiness for autonomy, the effectiveness of peer teaching in promoting autonomy as well as the challenges of peer teaching. The initial cycle of the action research suggests peer teaching is an effective strategy for autonomy in that student teachers have taken more responsibilities for their learning and the whole class have more engagement in the class. However, there are also challenges involved, which offer valuable insight into the planning and action of coming cycles.

Effect of Peer Teaching Used in Nursing Education on the Performance and Competence of Students in Practical Skills Training

Effect of Peer Teaching Used in Nursing Education on the Performance and Competence of Students in Practical Skills Training

The Effect of Peer Teaching via Flipped Vocabulary Learning on Class Engagement and Learning Achievements

This study investigated the effects of peer teaching via flipped learning on the class engagement and the vocabulary learning achievements of college students with limited L2 proficiency and their perceived advantages and disadvantages of the treatment. Sixty-one freshmen enrolled in two sections of College English 1 underwent peer teaching during the class with the homework assignment of viewing the vocabulary videos for peer teaching prior to class for five weeks and then listened to lectures in class without any homework assignment for five weeks; the order of the treatment was counter-balanced in two sections of the class. The statistical analyses of the collected data indicated that there were no statistical differences found between the flipped and non-flipped learning conditions in terms of levels of class engagement and learning achievement. However, it was analyzed that dependency on the initial vocabulary knowledge was weaker in flipped learning, and the model of class engagement including behavioral, cognitive, affective engagement and disengagement explained the significant variation (32.4%) of gains in vocabulary learning only in the flipped learning condition. Perceived advantages and disadvantages of peer teaching via flipped learning were also discussed based on the self-report data.

Effect of Peer Teaching Versus Traditional Teaching Method on Nursing Students' Performance Regarding Pediatric Cardio pulmonary Resuscitation

Peer teaching has been used in education to address critical thinking, psychomotor skills, cognitive development, and academic gains. It can be an alternative to traditional instruction by a specialist that enables more students to be trained in CPR. As it is widely available, cost-effective, and culturally attuned. Aim of the current study is to determine the effectiveness of peer teaching on the performance of nursing students’ regarding pediatric cardio pulmonary resuscitation. A Quasi-experimental research design was used to conduct the current study at the clinical Pediatric laboratory skills, Faculty of Nursing, Suez canal University. Subjects: All 92 nursing students enrolled in the 3rd year, were agreed to participate in the study. These were divided into two groups equally; study and control groups and was selected randomly. Tools: Four tools were used for data collection: A Structured Interviewing Questionnaire Schedule, Student's Clinical Evaluation checklist, Clinical Teaching Preference Questionnaire and Peer Teaching Experience Questionnaire. Results: The study findings indicate that, the knowledge and performance scores of the nursing students studying by peer teaching method will be significantly better than those studying by traditional teaching methods. The student in this group agreed on many benefits of the peer teaching both as teachers' and student. Conclusion: Based on the results of the present study, it was concluded that, our study findings add more support in favor of the peer teaching approach evidence by an obvious improvement in students' knowledge and performance scores. Moreover, The majority of students in this group feeling less anxious, comfortable, more self confident in teaching as well as improving their communication skills Recommendation: Adopt peer teaching method in undergraduate nursing curricula for teaching clinical skills to enhance students' acquisition of knowledge with better performance. Similar studies should replicate the current study with a larger sample size at several universities in order to provide stronger evidence for generalized the results

Combining the M1 and M2 Classroom: an Effective Method for Vertical and Horizontal Integration of Core Competencies

Despite recent advances in undergraduate medical education, integration of vertical curricula and simultaneous delivery of competencies remain challenging. To address this educational challenge, we delivered a series of case-based exercises to a combined class of M1 and M2 students to achieve vertical (year-to-year) and horizontal (clinical and basic science) integration. These exercises consisted of a case, concept mapping activity to link basic science content to an underlying symptom, and follow-up discussion. Following the activities, students were asked to complete a survey evaluating the effectiveness of their experience including level of learning, effectiveness of peer teaching, and incorporation of core competencies. Overall, the students described the activity positively (informative and engaging). M1 students reported regularly helping M2 students review the M1 material. Unsurprisingly, the M2 students assisted the M1 students with the M2 material to a greater extent and significantly improved the M1 students’ confidence with that material. The M2 students generally felt successful in peer teaching but reported that it regularly revealed intrinsic knowledge gaps. As important, this activity reportedly addressed competencies in addition to Medical Knowledge, specifically Communication Skills, Practice-Based Learning, and Professionalism. In summary, this learning activity provided opportunities for students to (1) refine clinical reasoning and peer-peer teaching skills, (2) reinforce the basic science content within a clinical context, and (3) integrate several additional key core competencies into the heavily Medical-Knowledge-focused pre-clerkship curriculum. This novel activity facilitated vertical and horizontal integration of several key core competencies in a manner that could be incorporated and assessed in nearly any curricular structure.

A systematic review of peer teaching and learning in clinical education

The purpose of this review is to provide a framework for peer teaching and learning in the clinical education of undergraduate health science students in clinical practice settings and make clear the positive and negative aspects of this teaching and learning strategy. The practice of using peers incidentally or purposefully in the clinical education of apprentice or undergraduate health science students is a well-established tradition and commonly practiced, but lacks definition in its implementation. The author conducted a search of health science and educational electronic databases using the terms peer, clinical education and undergraduate. The set limitations were publications after 1980 (2005 inclusive), English language and research papers. Selection of studies occurred: based on participant, intervention, research method and learning outcomes, following a rigorous critical and quality appraisal with a purposefully developed tool. The results have been both tabled and collated in a narrative summary. Twelve articles met the inclusion criteria, representing five countries and four health science disciplines. This review reported mostly positive outcomes on the effectiveness of peer teaching and learning; it can increase student's confidence in clinical practice and improve learning in the psychomotor and cognitive domains. Negative aspects were also identified; these include poor student learning if personalities or learning styles are not compatible and students spending less individualized time with the clinical instructor. Peer teaching and learning is an effective educational intervention for health science students on clinical placements. Preclinical education of students congruent with the academic timetable increases student educational outcomes from peer teaching and learning. Strategies are required prior to clinical placement to accommodate incompatible students or poor student learning. The findings from this systematic review, although not statistically significant, do have pragmatic implications for clinical practice. It can increase clinical placement opportunities for undergraduate health students, assist clinical staff with workload pressures and increase clinician time with clients, while further developing students' knowledge, skills and attitudes.

Peer Teaching at Recess and Improvement of Disc-Throwing Skills by Children in Kindergarten through Grade 3

This study examined the effect of peer teaching at recess on improving disc-throwing skills for kindergartners to children in Grade 3. 167 boys and girls were instructed in basic disc-throwing skills, backhand and forehand throwing techniques, and peer teaching. The practice group (n = 73) was encouraged to practice with a disc using peer teaching for at least 10 min. during recess for 10 days. The control group (n = 94) took part in other activities without a disc. Two-way analysis of variance with repeated measures gave significant interaction of groups and tests for girls in Grade 3 as well as significant main effects between tests in kindergarten boys and Grade 2 boys and girls. This study suggests that peer teaching for disc-throwing skills is useful for girls in Grade 3 and may be more effective for girls than boys.

Cognitive impulsivity training: the effects of peer teaching

An investigation was conducted into the effects of peer teaching on two 10 1 2 - year-old hospitalized smpulsive children. One of these, the subject-teacher, was given cognitive behavioral self-instructional training for four weeks and subsequently prompted to train a peer in the problem-solving skills that he had just learned. Initial treatment effects on the subject-teacher, additive benefits obtained by his teaching a peer, and the treatment effects on the subject-pupil were examined using multiple dependent measures. The procedure was found advantageous to both subject-teacher and subject-pupil. Limitations of single-subject experiments and the need for using multiple measures in assessing treatment gains from self-instructional training to reduce impulsivity are discussed.

The effects of peer-teaching on student perceptions of class environment, adjustment, and academic performance.

This study explored the effects of a social studies peer-teaching intervention on student perceptions of class environment, adjustment, and academic performance. There were 45 students in the experimental group (E) and 46 controls (C) from four fifth-grade classes in a suburban, predominantly white, middle-class school. The Classroom Environment Scale (CES) and a School Opinion Survey were used to assess student views of the classroom. Students completed self-esteem and peer sociometric rating measures and teachers submitted adjustment ratings for all pupils. Report card and average monthly grades were recorded in social studies. After the intervention, Es compared to Cs came to see their classes as more Involved, Orderly and Organized, and Competitive, and reported being happier in class and enjoying aspects of their school work more. The groups did not differ in change in self-esteem. Both groups improved directionally in peer liking, though Cs did so more than Es. Teachers rated Es as having increased competence and decreased in problems after the program. Es did significantly better than Cs both on report cards and monthly social studies grades due primarily to the substantial improvement of Es with initially low academic status.

The effect of peer teaching on concept formation and attitude change of student teachers

The effect of peer teaching on concept formation and attitude change of student teachers