Peer-assisted learning and orthopaedic evaluation psychomotor skills

Area of Science:

• Medical Education
• Allied Health Professions

Background:

• Athletic training educators often anecdotally suggest peer-assisted learning (PAL) enhances student learning.
• However, evidence supporting PAL's effectiveness as a pedagogical tool in athletic training education is limited.

Purpose of the Study:

• To evaluate the impact of formal PAL on psychomotor skill performance in athletic training students.
• To explore students' perceptions and experiences with PAL.

Main Methods:

• A randomized, pretest-posttest experimental design was employed.
• Fifty-one undergraduate students participated in review sessions led by either a peer tutor or an Approved Clinical Instructor.
• Outcomes included psychomotor skill performance scores and time to completion, alongside student perceptions via a survey.

Main Results:

• Both peer-tutored and instructor-led groups showed significant pretest-posttest skill score improvements (P < .05).
• No significant differences in posttest scores or skill completion times were observed between the groups.
• Students in the peer-tutor group reported reduced anxiety and increased self-confidence when practicing skills.

Conclusions:

• Peer-assisted learning is a viable method for enhancing psychomotor skills in athletic training.
• Peers serve as valuable resources for clinical skill practice, fostering collaboration and improving student confidence.
• Integrating PAL into athletic training curricula can optimize student learning and collaborative abilities.