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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.
Background:
Peer-assisted learning has an important place in the delivery of health care education with benefits for both the learners and the peer teachers. Simulation-based learning (SBL) is evolving in healthcare professions training and academic programs as a modality that conveys realism and fidelity through immersion.
Objectives:
The primary aim was to compare physiotherapy student's motivation to learn between a conventional faculty-led SBL activity and the same SBL activity delivered by trained final year physiotherapy peer tutors.
Methods:
Physiotherapy students from two Universities (n = 226) undertook a SBL learning activity (either faculty led or peer led) and completed the Instructional Materials Motivation Scale questionnaire to assess motivation to learn.
Results:
There was a high level of learner motivation in all learning groups, with significantly higher learner satisfaction (p < 0.001) and lower attention (p < 0.001) in student-led SBL than faculty-led SBL.
Conclusions:
This study has highlighted the potential to incorporate peer-assisted and simulation-based learning together in the development of future educational activities in health care training.
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