Enriching Pre-Clinical Education with Near-Peer Learning Experiences

Autor/inn/en	Springle, Alisha P.; Pfeiffer, Danika L.; Gillis, Corrin
Titel	Enriching Pre-Clinical Education with Near-Peer Learning Experiences
Quelle	In: Teaching and Learning in Communication Sciences & Disorders, 7 (2023) 2, Artikel 9 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Conventional Instruction; Peer Teaching; Undergraduate Students; Allied Health Personnel; Speech Language Pathology; Allied Health Occupations Education; Student Attitudes; Preferences; Mentors; Tutoring + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Schülerverhalten; Förderkonzept; Nachhilfeunterricht
Abstract	The purpose of this mixed methods study was to examine the outcomes of two instructional methodologies (traditional and peer-assisted learning; PAL) used in a clinical methods course for undergraduate speech-language pathology (SLP) students. The sample included 53 undergraduate SLP students (near-peer learners) as well as 27 graduate SLP students and 7 clinical fellows (near-peer tutors). Traditional instruction was used during the first half of the course and PAL was added during the second half. The undergraduate SLP students' weekly written reflections and grades (mid-term and final) were collected for analysis. Students demonstrated a preference for peer- and near-peer learning experiences and commented positively on learning via stories throughout the course. They exhibited more positive attitudes during PAL instruction. Further, students reported less clinical confidence and more confusion as the course progressed and they learned more about the demands and expectations for clinical practice. Implications and recommendations for SLP students' clinical training are discussed. (As Provided).
Anmerkungen	Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01