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Peer-assisted learning in the athletic training clinical setting.

Jolene M Henning1, Thomas G Weidner, James Jones

  • 1University of North Carolina at Greensboro, Greensboro, NC 27402, USA. jmhenni2@uncg.edu

Journal of Athletic Training
|April 19, 2006
PubMed
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Athletic training students frequently use peer-assisted learning (PAL) to practice clinical skills and reduce anxiety. Educators should integrate PAL into programs to enhance learning and collaboration.

Area of Science:

  • Athletic Training Education
  • Medical Education
  • Pedagogy

Background:

  • Peer-assisted learning (PAL) is anecdotally encouraged in athletic training, but lacks empirical evidence.
  • This study addresses the gap by examining PAL's prevalence and student perceptions in athletic training education.

Purpose of the Study:

  • To determine the prevalence of peer-assisted learning in athletic training clinical education.
  • To identify athletic training students' perceptions of peer-assisted learning's benefits and preferences.

Main Methods:

  • A descriptive study using the Athletic Training Peer-Assisted Learning Assessment Survey.
  • Survey data collected from 138 entry-level athletic training students at a professional conference.
  • Measured prevalence, perceived benefits, and preferences for PAL.

Related Experiment Videos

Main Results:

  • 66% of students practiced clinical skills with peers; 60% felt less anxious performing skills with peers present.
  • Students in accredited programs reported higher PAL engagement than those in candidacy programs.
  • Significant interactions were found between student sex and academic level regarding PAL benefits and preferences.

Conclusions:

  • Peer-assisted learning is actively utilized by athletic training students in clinical settings.
  • Students perceive PAL as beneficial for practicing clinical skills and reducing performance anxiety.
  • Athletic training educators should intentionally incorporate PAL to foster student learning and collaboration.