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Implementing a Near Peer Instructor Placement Model in Physiotherapy Education
Madeleine Simmons1, Jasdeep Dhir1, Sarah Wojkowski1
1From the School of Rehabilitation Sciences, Faculty of Health Sciences, McMaster University, Ontario, Canada.
Purpose:
The aim of this case report is to describe the design, implementation, and outcomes of a near peer instructor (NPI) placement for a physiotherapy student.
Client Description:
Participants included a year-2 placement student (the NPI), year-1 students from the McMaster Master of Science (Physiotherapy) programme, the anatomy instructor (AI), and the director of clinical education (DCE).
Intervention:
The AI and DCE designed a two day/week placement whereby the NPI developed and facilitated clinical application stations during scheduled anatomy and physiology (A&P) sessions with year-1 physiotherapy students.
Measures And Outcomes:
Students, the AI and NPI provided feedback through surveys for the purpose of placement evaluation.
Implications:
Three areas of impact of this placement model were identified: (1) greater perceived ability of learners to integrate A&P knowledge with clinical skills, (2) NPI growth in transferrable skills and the seven essential competencies required of physiotherapists in Canada, and (3) additional clinically relevant A&P curricular resources.
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