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Can student-peers teach using simulated-based learning as well as faculty: A non-equivalent posttest-only study.

Diane Dennis1, Anne Furness2, Joseph Brosky3

  • 1Curtin University School of Physiotherapy and Exercise Science, Perth, Australia; Sir Charles Gairdner Hospital, Perth, Australia.

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Summary

Physiotherapy students showed high motivation in simulation-based learning (SBL). Peer-led SBL activities resulted in greater learner satisfaction and reduced attention compared to faculty-led sessions, highlighting the potential of peer-assisted learning.

Keywords:
Peer-assisted learningPhysiotherapySimulationSimulation-based learning

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Area of Science:

  • Health professions education
  • Simulation-based learning
  • Peer-assisted learning

Background:

  • Peer-assisted learning offers benefits in healthcare education for both learners and educators.
  • Simulation-based learning (SBL) is increasingly used in healthcare training for its immersive and realistic approach.

Purpose of the Study:

  • To compare physiotherapy students' motivation between faculty-led and peer-led simulation-based learning (SBL) activities.
  • To evaluate the impact of peer tutors on student motivation in SBL.

Main Methods:

  • Physiotherapy students (n=226) from two universities participated in either faculty-led or peer-led SBL.
  • The Instructional Materials Motivation Scale questionnaire was used to assess motivation to learn.

Main Results:

  • All learning groups exhibited high levels of motivation.
  • Student-led SBL demonstrated significantly higher learner satisfaction (p < 0.001).
  • Student-led SBL resulted in significantly lower attention (p < 0.001) compared to faculty-led SBL.

Conclusions:

  • Peer-assisted learning combined with SBL holds significant potential for future healthcare training.
  • This approach can enhance educational activities in healthcare professions.