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Impact of Peer-Assisted Learning on Ultrasound
Sarah Garvick1,2,3,4,5,6,7,8, Ian Smith1,2,3,4,5,6,7,8, Jason Carter1,2,3,4,5,6,7,8
1Sarah Garvick, MS, MPAS, PA-C, is an assistant professor, the associate program director, and director of preclinical education for the PA program at the Wake Forest School of Medicine, Winston-Salem, North Carolina.
Purpose:
The aim of this study was to understand how peer-assisted learning (PAL) could be utilized by physician assistant (PA) students in an ultrasound student interest group (USIG) as a means of developing cognitive confidence and practical competence with the imaging modality.
Methods:
An observational study that included 3 USIG workshops was designed. Pre- and postworkshop surveys were administered. All first-year PA students, regardless of participation in the USIG workshops, were asked to complete the voluntary and anonymous surveys.
Results:
A statistically significant difference between those who attended at least one workshop and those who did not attend any workshops on their postworkshop scores (p = 0.02) was seen. There was a statistically significant association between the number of workshops attended and the postworkshop difference (p = 0.03).
Conclusion:
Results show that, in the context of social cognitive theory, PAL is an efficacious learning modality that enhances learner and tutor performance in ultrasound.
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