Can student-peers teach using simulated-based learning as well as faculty: A non-equivalent posttest-only study |
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| Affiliation: | 1. Curtin University School of Physiotherapy and Exercise Science, Perth, Australia;2. Sir Charles Gairdner Hospital, Perth, Australia;3. Bellarmine University, School of Movement and Rehabilitation Sciences, Louisville, KY, USA;4. University of South Australia, School of Health Sciences, Adelaide, Australia |
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| Abstract: | BackgroundPeer-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.ObjectivesThe 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.MethodsPhysiotherapy 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.ResultsThere 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.ConclusionsThis 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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