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Peer-assisted Learning: Clinical Skills Training for Pharmacy Students.

Jaclyn D Cole1, Melissa J Ruble1, John Donnelly1

  • 1University of South Florida College of Pharmacy, Tampa, Florida.

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Peer-assisted learning significantly boosted pharmacy students' scores and confidence for their objective structured clinical examination (OSCE). This effective teaching strategy improved both academic performance and self-assurance in clinical skills.

Keywords:
Pharmacypeer teachingpeer-assisted learning

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Area of Science:

  • Pharmacy Education
  • Clinical Skills Assessment

Background:

  • Objective structured clinical examinations (OSCEs) are crucial for assessing clinical competency in pharmacy programs.
  • Student confidence and performance in OSCEs can be influenced by preparation methods.

Purpose of the Study:

  • To evaluate the effect of peer-teaching on first-year pharmacy students' performance and confidence levels.
  • To determine the efficacy of peer-led training sessions for objective structured clinical examination (OSCE) preparation.

Main Methods:

  • A peer-led training session was conducted for first-year pharmacy students (n=45) by upperclassmen (n=17).
  • Student scores on a final OSCE were compared between those who attended the training and a control group.
  • Confidence levels were assessed using pre- and post-surveys on a 5-point Likert scale.

Main Results:

  • Students participating in peer-teaching showed a 3% increase in objective skills examination scores.
  • Confidence scores improved across all evaluated clinical skills, with an overall increase of 1.1 points on the Likert scale.
  • Peer-assisted learning demonstrated a positive impact on both objective performance and subjective confidence.

Conclusions:

  • Peer-assisted learning is an effective pedagogical approach for enhancing student performance and confidence in OSCEs.
  • The positive outcomes support the continued development and implementation of peer-led training in pharmacy education.
  • Peer-teaching strategies can be leveraged to improve clinical skills acquisition and readiness for summative assessments.