Peer Teaching Research Articles

Near-Peer Perspectives on a Voluntary Peer Teaching Program: Challenges and Solutions

Near-Peer Perspectives on a Voluntary Peer Teaching Program: Challenges and Solutions

Optimizing AI-Powered Music Creation Social Media to Amplify Learning Content

This research aims to describe the orienting, implementing, and assessing aspects constructed by music teachers in optimizing AI-powered music creation social media to amplify learning content. This research used a qualitative approach with a descriptive method. Data were collected through focus group discussions (FGDs) and documentation studies. The data analysis technique used the Miles and Huberman model with the stages, 1) data collection, 2) data reduction, 3) data presentation, 4) conclusion drawing/verification. Data validity used triangulation techniques, including source and technical triangulation. The results show that, orientatively, the experience of interacting with technological advances and social dynamics has shaped the respondents' knowledge and understanding, not only on various types and functions, but also in determining the strengths, weaknesses, opportunities, and threats of the platform. Implementatively, in line with the values of music education, the integration of a platform that amplifies content into learning is used to engage students' creative dimensions where cognitive, affective, and psychomotor are bound to the ethical principles of AI use and aesthetic criteria of music. By assessment, the involvement of peer teachers and students provided an important drive in establishing effectiveness, impact, and support from stakeholders. This study recommends that the development of AI used in creation is a new challenge for music teachers in strengthening the integrity of their professionalism. The utilization of these tools and resources makes it easier for them to be creative in clarifying and emphasizing the elements of musical sound to build effective and valuable learning.

PSVII-30 Assessing writing and visual models as a pedagogical strategy for creating individual learning paths in animal nutrition

Abstract Self-directed learning harnesses intrinsic drive of students to create and preserve knowledge fostering comprehension of broader concepts and real-world applicability. Principles of animal nutrition, a required course in animal science curricula nationwide, is foundational to sustainable management of livestock and companion animals. Mastery of the principles governing nutrient digestion and metabolism is imperative as students progress into upper-level classes and pursue careers in the agriculture field. In this study, 304 students, enrolled in an upper-level animal nutrition class were invited to participate in an honors contract, entailing the completion of the “Explorer” project to earn honors credit. Throughout the semester, students (n = 27) researched a unique herbivore or omnivore, to create novel visual models illustrating nutrient digestion and metabolism (e.g., carbohydrates, lipids, proteins). We hypothesized that explaining these processes and models through writing would build confidence and proficiency in lecture material. The honors cohort convened weekly for 1 h sessions on campus; meetings offered scientific writing seminars, collaborative brainstorming activities, and project feedback. A Likert scale survey was generated and administered using Qualtrics software during the last weekly meeting to those who completed the “Explorer” project (88.8% response rate). Additionally, participating students completed a learning reflection addressing prompts regarding engagement, critical thinking, comparison with lecture writing assignments, and proposed design modifications. An open coding methodology was employed, utilizing MAXQDA Analytics Pro (Version 24.1.0) to analyze reflections qualitatively. Subsequently, the AI assist feature was used to enhance inter-coder reliability by generating summaries and sub-codes that aided in the exploration of common themes across reflections. Our analysis revealed that writing to learn in a nutrition course provided an authentic avenue for scientific expression, fostering skills such as communication, time management, research, comprehension of literature, and effective citation usage. Information gathering improved confidence in their ability to interpret and integrate concepts from lectures and external sources. Incorporating group activities and peer-reviews bolstered project efficacy, motivating students to revise, incorporate feedback, and consider alternative perspectives iteratively. Moreover, the learner-generated drawing enhanced critical thinking by encouraging students to dissect processes thoroughly. In conclusion, the combination of creating visual models alongside written explanations proved highly effective in simplifying complex nutritional concepts, facilitating deeper comprehension, and providing a high-impact learning experience. Future research should focus on peer teaching following similar writing activities to further improve student engagement and foster avenues for autonomy. Efforts should be made to encourage participation from a more diverse range of students that represent all backgrounds in animal science.

Case-Based Peer Teaching for Pain Medicine Fellows: A Curriculum for Diverse Residency Backgrounds.

Pain medicine is an advanced medical subspecialty incorporating trainees from diverse primary disciplines. A curriculum that does not assess or promote the trainees' differential expertise developed from their primary specialties may silo instead of promoting collaborative learning in a multidisciplinary subspecialty. We created a Kern-guided curriculum for the pain medicine fellowship utilizing case-based modules and a novel note-taking and knowledge-sharing format. Nine faculty-led, case-based modules of increasing complexity were developed based on pain medicine competency content. Pain medicine fellows were instructed to actively designate prior and new knowledge into four categories: Prior knowledge that is accurate and relevant, inaccurate prior knowledge, new knowledge gained from peers, and new knowledge for all trainees. After each case study, each fellow acknowledged "new knowledge gained from peers" and prepared a brief teach-back of "new knowledge for all trainees" at the beginning of the next session. Fellow participants were assessed for their reactions to the curriculum via anonymized surveys. The curriculum was implemented at a single institution pain medicine fellowship from 2021 to 2023. At the end of this curriculum, 90% of participants reported improved knowledge retention through participating in this case-based curriculum compared to the traditional didactic format, and 80% participants reported increased respect for their peers. We created a novel note-taking and knowledge-sharing platform, anchored by a well-established case-based educational strategy, to improve the learning environment and knowledge retention for multidisciplinary trainees with heterogeneous baseline knowledge.

Effects of Evidence-based Intravenous Infusion Therapy Practice Education for Nursing Students Applying the Peer Teaching Method between Seniors and Juniors: A Quasi-Experimental Study

Purpose: This study aimed to organize a training program for nursing students using the peer teaching method between seniors and juniors and to investigate its effects on self-confidence, skill performance ability, and self-directed learning ability.Methods: A non-equivalent control group pretest-posttest design was used. The study population comprised 76 nursing students (experimental group, n=37; control group, n=39) from two universities. The experimental group received four training sessions of 2 hours each, during which peer teaching was applied between seniors and juniors. Data were collected between September 4 and September 15, 2023 and analyzed using SPSS for Windows version 28.0.Results: Compared with the control group, the experimental group exhibited significant increases in self-confidence (t=4.36, p<.001), skill performance ability (t=4.74, p<.001), and selfdirected learning ability (t=2.25, p=.027).Conclusion: Peer teaching between seniors and juniors was found to be an effective tool in nursing education to cultivate nursing students' skill performance confidence, skill performance ability, and self-directed learning ability. The findings of this study can guide nursing professors in designing and implementing educational programs that incorporate peer teaching between seniors and juniors. Future studies should continue to apply peer teaching to nursing education programs and evaluate its effectiveness.

Experiences, barriers and perspectives of midwifery educators, mentors and students implementing the updated emergency obstetric and newborn care-enhanced pre-service midwifery curriculum in Kenya: a nested qualitative study

IntroductionTo achieve quality midwifery education, understanding the experiences of midwifery educators and students in implementing a competency-based pre-service curriculum is critical. This study explored the experiences of and barriers to implementing a pre-service curriculum updated with emergency obstetric and newborn care (EmONC) skills by midwifery educators, students and mentors in Kenya.MethodsThis was a nested qualitative study within the cluster randomised controlled trial investigating the effectiveness of an EmONC enhanced midwifery curriculum delivered by trained and mentored midwifery educators on the quality of education and student performance in 20 colleges in Kenya. Following the pre-service midwifery curriculum EmONC update, capacity strengthening of educators through training (in both study arms) and additional mentoring of intervention-arm educators was undertaken. Focus group discussions were used to explore the experiences of and barriers to implementing the EmONC-enhanced curriculum by 20 educators and eight mentors. Debrief/feedback sessions with 6–9 students from each of the 20 colleges were conducted and field notes were taken. Data were analysed thematically using Braun and Clarke’s six step criteria.ResultsThemes identified related to experiences were: (i) relevancy of updated EmONC-enhanced curriculum to improve practice, (ii) training and mentoring valued as continuous professional development opportunities for midwifery educators, (iii) effective teaching and learning strategies acquired – peer teaching (teacher-teacher and student-student), simulation/scenario teaching and effective feedback techniques for effective learning and, (iv) effective collaborations between school/academic institution and hospital/clinical staff promoted effective training/learning. Barriers identified were (i) midwifery faculty shortage and heavy workload vs. high student population, (ii) infrastructure gaps in simulation teaching – inadequate space for simulation and lack of equipment inventory audits for replenishment (iii) inadequate clinical support for students due to inadequate clinical sites for experience, ineffective supervision and mentoring support, lack/shortage of clinical mentors and untrained hospital/clinical staff in EmONC and (iv) limited resources to support effective learning.ConclusionFindings reveal an overwhelmed midwifery faculty and an urgent demand for students support in clinical settings to acquire EmONC competencies for enhanced practice. For quality midwifery education, adequate resources and regulatory/policy directives are needed in midwifery faculty staffing and development. A continuous professional development specific for educators is needed for effective student teaching and learning of a competency-based pre-service curriculum.

Investigating the Effectiveness of Peer Teaching / Learning in Language Classrooms

In language teaching, many techniques have been used by teachers for many years to make learning effective and interesting. Peer teaching is one of those teaching techniques adopted by teachers to foster a better learning environment. This study aims at finding out the effectiveness of peer learning and teaching both from the perspectives of peer-teacher and peer-tutee at the tertiary level of Bangladesh. Students were involved in taking classes of their classmates and later their opinion was collected through survey questionnaire and Focus Group Discussion. The participants appreciated peer teaching in language learning and they also reported improving many social skills along with better learning of the subject matter. The study concludes with the remark that peer teaching is an effective method of teaching language at the tertiary level and it should be applied extensively in the classroom by teachers

Station-rotation blended learning model in science education a case study for rural classrooms

ABSTRACT This study investigates the implementation of the station-rotation blended learning model in science education within rural classrooms in Turkey. The research employs a case study approach to explore the learning experiences of 5th-grade students as they engage with this model. Throughout the implementation, teacher-led instruction, online instruction, and independent work instruction stations were established, and students rotated between these stations. The participants include eight 5th-grade students, comprising five girls and three boys, aged 10-11. Data were collected through focus group interviews, open-ended questionnaires, reflective diaries, and a researcher diary including researcher observations. The students expressed positive sentiments, stating that they learned better in the teaching process, found the lessons enjoyable, acquired independent learning skills, gained different perspectives, improved their peer teaching and collaboration skills, and experienced increased interest in the subjects. However, they also reported negative experiences, such as limited classroom space, issues during station transitions, and insufficient time. Additionally, students mentioned facing the most difficulty with the independent work station, finding the online station the most entertaining, and considering the teacher-led station to provide the most information. Finally, two models for the implementation of the station-rotation model in science classes, tailored for small and large classes, are proposed.

Increasing Primary School Pupil’s Interest, Self-Concepts and Achievement in Trigonometry and Geometry Using Peer Teaching Approach

Increasing Primary School Pupil’s Interest, Self-Concepts and Achievement in Trigonometry and Geometry Using Peer Teaching Approach

Development and evaluation of a blended learning training programme for pharmacy technicians’ continuing education

ObjectivesThe role of the pharmacy technician (PT) has expanded in recent years, requiring new competencies, better communications skills and high-level knowledge about drugs. The objective of this study is to...

The long‐run educational benefits of high‐achieving classrooms

AbstractThis paper examines how placement in high‐achieving classrooms within high school impacts students’ short‐ and longer‐term academic outcomes. Our setting is a large and selective Chinese high school, where first‐year students are separated into high‐achieving and regular classrooms based on their performance on a standardized exam. Classrooms differ in terms of peer ability, teacher quality, and class size, as well as level and pace of instruction. Using newly collected administrative data and a regression discontinuity design, we show that high‐achieving classrooms improve math test scores by 23% of a standard deviation, with effects persisting throughout the 3 years of high school. Impacts on performance in Chinese and English language subjects are more muted. Importantly, we find that high‐achieving classrooms raise enrollment in elite universities by 17 percentage points, as they substantially increase scores on the national college entrance exam—the sole determinant of university admission in China. We provide suggestive evidence that the most likely mechanism driving our results is exposure to higher‐quality teachers.

Two-week intensive medical student point-of-care ultrasound training impact on long term utilization

BackgroundThere is little to no data evaluating long term usage of point of care ultrasound (POCUS) after a training intervention for medical students. The purpose of this study was to examine the impact of an intensive POCUS training program on medical student’s usage at 9-months post-program.MethodsThis was a prospective cross-sectional study of rising second year medical students who participated in a 2-week summer POCUS training program. Instruction consisted of 8 h of asynchronous online didactic material, 2–4 h of daily hands-on instructor-led and independent scanning, and instruction on how to teach POCUS. Students were assessed pre- and post-program, and again at 9 months post-program to evaluate POCUS usage.ResultsA total of 56 students participated in the program over 2 summers; 52 (92.9%) responded to the 9-month post-program survey. At 9 months, 49 (94.2%) of students taught POCUS after the program to peers or faculty. Students reported serving as a POCUS instructor in 283 subsequent teaching sessions accounting for 849 h of POCUS instruction time. Six (11.5%) students were involved in the creation of a POCUS interest group on their regional campus, 7 (13%) created a POCUS curriculum for their student interest group, and 4 (7.7%) created an opt-in co-curricular POCUS program for students at their regional campus. Three (5.8%) students did not serve as educators after the program and only one student reported not using POCUS again after the program.ConclusionAfter a 2-week intensive POCUS training program for medical students, the majority of students demonstrated continued involvement in POCUS learning and education at 9-month follow-up including serving as peer instructors and assisting with limitations in financial resources and trained faculty.

Effects of grading rubrics on EFL learners’ writing in an EMI setting

Despite considerable evidence that supports the use of grading rubrics (GRs) as tools for written corrective feedback, there is a paucity of research that investigates which of the different types of GRs best develops learners' International English Language Testing System (IELTS) writing scores in English as a medium of instruction (EMI)-contested settings. This study attempted to explore which rubric types (i.e., holistic, ESL composition profile, correction code, and IELTS) best assist English as a Foreign Language (EFL) learners in writing proficiency and which type leads to improving IELTS scores when such practice is embedded in EMI-disputed settings. Therefore, 351 male and female Saudi EFL learners were recruited to participate voluntarily. These participants were distributed equally among four groups corresponding to rubric type. For almost four months, the participants were exposed to a process-genre approach in which they were required to draft topics based on the comments received from their peer colleagues and teacher. The comments provided depended on the rubrics specified for their group type. The participants' pretest, midterm, and posttest scores were analyzed using one-way analysis of variance, t-tests, and paired samples t-tests. The results revealed that the ESL composition profile developed gradually, followed by the correction code group. However, the holistic groups did not improve. The tests were also assessed by specialists using the IELTS rubric. The findings revealed that the IELTS groups outperformed the other groups in all tests, followed by the female group in the ESL composition profile in the posttest. Meanwhile, other groups failed to improve. We discussed the results, considering the importance of GRs for improving EFL learners’ scores. Finally, we outlined the pedagogical implications for writing teachers in EMI settings. This study aimed to contribute to the growing research on EMI in relation to GRs, especially in the context of tertiary education in Saudi Arabia.

Leaving No One Behind- Teacher Peer Mentoring Before and After the Pandemics: A Mixed-Methods Systematic Review of Spanish and English Literature

<p style="text-align:justify">This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19 pandemics. Peer mentoring is an in-service teacher training strategy that includes mutual collaboration, learning and monitoring. In this systematic review, we retrieved 24 articles since 2020 from Scopus (8), Web of Science (8), Dialnet (5), Google Scholar (2) and SciELO (1) to find out about the benefits of peer mentoring. Our review was guided by the PRISMA criteria. We found that educational companionship has a positive impact on reducing knowledge gaps regarding new technologies through the exchange of experiences, promotes openness to criticism, as well as the interest in learning and unlearning, supporting learning self-regulation, and guarantees consultation, reflection, and agreement between members of the teaching communities. We conclude that peer mentoring fulfilled, to a large extent, its purpose of improving teacher performance as one of the keys to educational quality.</p>

Queer youth and critical sexuality education pedagogies within networked publics: implications for school-based practice

ABSTRACT There is a body of international literature demonstrating queer young people’s dissatisfaction with their school-based sexuality education. Seeking relevant information and social support, queer young people frequently report turning to the internet. Though this is well-documented in the literature, little research has specifically examined young people’s embeddedness in social media sites – or networked publics – as a legitimate form of sexuality education pedagogy. Drawing on narrative data on the sexuality education experiences of trans, non-binary and gender diverse Australians aged 18–26, this article uses the perspectives of Paulo Freire and bell hooks to theorise and compare the sexuality education pedagogies in the classroom and within queer networked publics. While school-based approaches are often limited to banking pedagogies that communicate prescriptive and normative ‘facts’ about sex, gender and health, online pedagogies represent a much greater potential for peer teaching and learning that is comprehensive, queer-affirming, and arguably impossible to replicate at school. This paper teases out the implications of this argument for school-based sexuality education pedagogies that grapple with expectations to be comprehensive in addressing diversity and digital literacy, and it maps out possibilities for formal and informal sexuality education to complement each other in a more holistic way.

Teaching Scientific Literature Analysis: A Systematic Adoption of Skill-Building Methods to Enrich Research Training for Undergraduate Students.

Teaching scientific literature analysis skills is a critical step in research training. Here I describe a 6-week skill-building module on understanding scientific literature, incorporated into a 10-week undergraduate honors research practice course in Neuroscience. Key pedagogical components include: 1) student-centered active-learning, skill-building and community-building activities; 2) persistent adoption of a proven CREATE method and a novel curate scientific summary (CSS) method for teaching scientific literature analysis skills; 3) collaborative class organization consisting of persistent learning pods (PLPs) to facilitate student-driven participation and peer learning; and, 4) role play of a real research lab. Skill development was assessed using a self-assessment survey (SAS) and longitudinal evaluation of the CREATE and CSS methods application by the PLPs to analyze primary research articles (PRAs) over four weeks. Outcomes demonstrate alleviation of pre-existing student anxiety to read complex scientific literature and advancement of critical-thinking and collaborative skills. Specifically, the SAS responses indicate that student perception about reading scientific literature transformed from being a daunting task to an enjoyable activity; this enhanced their confidence in evaluating scientific literature. PLPs fostered student engagement, peer instruction, and community building, and contributed to skill development. Weekly assessment of CREATE and CSS application highlighted marked improvements in students' abilities to analyze and critique complicated scientific material. Role playing a research lab setting with a focused research theme facilitated integrative understanding of a frontier topic in Neuroscience. The outlined innovative approach can be adopted in Course-based Undergraduate Research Experience (CURE) and should help contribute to systematizing didactic practices to train neuroscientists.

A Virtual Multi-institution Pediatric Radiology Peer Teaching Conference Improves Knowledge of Educators

Rationale and ObjectivesMedical education led by peers and near-peers has been shown to benefit both teachers and learners and can be successfully incorporated into radiology education. The authors created a virtual, multi-institution pediatric radiology conference employing peer and near-peer teaching with the goals of improving radiology knowledge and enhancing the educational experience of radiology trainees. Materials and MethodsTwo radiology residency programs implemented a common pediatric radiology curriculum and joint quarterly virtual peer teaching conference. Conferences featured short teaching sessions led by six to ten radiology trainees and were facilitated by attending pediatric radiologists. Knowledge assessments (KA) consisting of multiple-choice questions inspired by conference learning objectives were sent to peer educators before the conference (pre-conference), directly after the conference (immediate post-conference), and three months after the conference (delayed post-conference). Surveys were distributed to peer educators immediately after conferences to assess conference reception and solicit feedback. Quantitative data was analyzed using ANOVA, Kruskal-Wallis test, and post-hoc Tukey HSD test. ResultsFour conferences featured 33 peer educators consisting primarily of first-year (60.6 %), second-year (18.2 %), and third-year (15.2 %) radiology residents. Compared to pre-conference scores, immediate post-conference scores were significantly increased (HSD 13, p = 0.02) and delayed post-conference scores were increased without statistical significance (HSD 5.8, p = 0.29). Almost all survey respondents perceived the conferences as helpful, well-organized, and effective in teaching pediatric radiology. A majority of participants expressed interest in participating in future peer teaching radiology conferences. ConclusionA virtual pediatric radiology peer and near-peer teaching conference held between two radiology residencies improved short-term radiology knowledge of educators and was highly received.

Evaluation of Primary Reading Teaching in Multigrade Classes According to Teachers' Views

Multigrade classes which are at least two or more grade’s students are brought together in the same classroom and educational activities are carried out simultaneously by a single teacher. The main purpose of this study is how this practice, closely related to many teachers, students and parents, is evaluated by teachers. The aim of this study is to reveal how teachers explain this experience, its positive and negative aspects, and the difficulties experienced during sound-based sentence teaching. Semi-structured interviews were held with 7 teachers in order to evaluate primary reading instruction in multigrade classes according to teachers' opinions. The data regarding the participants selected by the criterion sampling method were transferred to the word environment on the computer and descriptive analysis was performed. The analyses were evaluated and interpreted. Teachers stated that teaching in multigrade classrooms is quite different from teaching in independent classrooms. They stated that this experience provides greater satisfaction at the teaching profession and increases the sense of belonging to the school. They also stated that it is important to step in the role of community leadership and to reside in the village. Among the positive aspects of teaching in multigrade classes; supporting students’ social and emotional development; supporting cognitive development by more effective usage of peer teaching, and the small class member number. Among the negative aspects, there are time constraints, emotional difficulties experienced by teachers, insufficient readiness of students, upper classes to make fun of lower classes, physical limitations and material deficiencies. It has been mentioned that some teachers changed the order of the letters during the teaching reading, that the region where the school is located is a place with intense dialect, making the process difficult, and the difficulties of performing some sound recognition activities. In order to allocate more resources to the relevant schools in order to overcome the difficulties experienced in the multigrade classrooms and to enable the teachers to start the process more ready, it is recommended that the education courses in the multi-grade classrooms conducted at the university should be more practice-based. The participants in this study are teachers. A study can be conducted that addresses the students' perspective.

Peer instruction’s Achilles’ heel: An analysis of its ineffectiveness in confronting counterintuitive physics questions

This paper examines peer instruction, an educational technique that enhances student-student interaction and student-teacher interaction, influencing students’ performance on counterintuitive physics questions. The study employed a quantitative approach with 40 participants, 22.5% of whom were male and 77.5% were female. The counterintuitive dynamics test was used to measure students’ counter intuitions in dynamics. The study results on counterintuitive questions showed no noticeable effect from peer instruction. Surprisingly, more students shifted from correct to incorrect responses after group discussions, leading to a decrease in the overall accuracy rate. Although peer instruction did not show a clear impact on counterintuitive physics questions, it is important for educators to recognize the complexity of peer instructions. Exploring different teaching methods that use peer interaction might help improve learning outcomes for counterintuitive physics questions.

Examining the psychometric properties of the self-efficacy in clinical teaching scale with undergraduate nursing students: A cross-sectional study

AimThis paper aimed to examine the psychometric properties of a modified version of the Self-Efficacy in Clinical Teaching Scale with a sample of undergraduate nursing students. BackgroundEnhancing nursing students’ self-efficacy in clinical teaching is important for developing their clinical teaching capabilities, which ultimately contributes to safe quality healthcare. Little is known about nursing students’ self-efficacy in clinical teaching, potentially due to a lack of validated instruments to measure their self-efficacy in clinical teaching. DesignThis study used a cross-sectional survey design. MethodsIn 2022, a convenience sample of Year 2 and Year 3 nursing students in an Australian Bachelor of Nursing Program completed the modified Self-Efficacy in Clinical Teaching Scale. The scale’s construct validity was assessed using known-group measures (year level and peer teaching experience) and confirmatory factor analysis. Concurrent validity was established through correlation with a visual analogue scale and reliability was tested with Cronbach’s alpha. ResultsThree hundred and nineteen surveys were analysed. The mean total self-efficacy in clinical teaching score for Year 2 participants was significantly lower than that of Year 3 participants (mean difference = −11.13, 95 % CI [-16.33, −5.93]). Participants with peer teaching experience had a significantly higher mean total score compared with those without peer teaching experience (mean difference = 15.32, 95 % CI [8.74, 21.91]). The scale’s relative chi-square test was acceptable (CMIN/df = 4.69); other fit indices were within or just outside acceptable parameters (RMSEA =.11; SRMR =.039; NFI =.89; RFI =.88; IFI =.91; TLI =.90; CFI =.91). There was a strong correlation between participants’ total self-efficacy in clinical teaching scores and their visual analogue scale scores (r =.83, n = 314, p <.001 [two-tailed]). Cronbach’s alpha for the total scale was .98. ConclusionsThe modified Self-Efficacy in Clinical Teaching Scale was sensitive to student year level and peer teaching experience. When subjected to confirmatory factor analysis, the scale’s model was an acceptable fit across several indices. These findings support an argument for the scale’s construct validity. Total self-efficacy scores were strongly correlated with visual analogue scales, suggesting concurrent validity. Using Cronbach’s alpha, the scale was found to be reliable, however may benefit from a reduction of item numbers. The modified Self-Efficacy in Clinical Teaching Scale may support future investigations of undergraduate nursing students’ self-efficacy in clinical teaching and contribute to an understanding of health professional students’ self-efficacy in clinical teaching across disciplines.