Granger CL, Smart A, Donald K, McGinley JL, Stander J, Kelly D, Fini N, Whish-Wilson GA, Parry SM. Students experienced near peer-led simulation in physiotherapy education as valuable and engaging: a mixed methods study.
J Physiother 2024;
70:40-50. [PMID:
38097406 DOI:
10.1016/j.jphys.2023.11.006]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Revised: 10/01/2023] [Accepted: 11/23/2023] [Indexed: 01/07/2024] Open
Abstract
QUESTIONS
What is the student experience of near peer-led simulation in physiotherapy education from the perspectives of students (near peer learners and near peer teachers)? What are their expectations, perceptions and engagement in this as a teaching and learning activity? Are there any short-term benefits?
DESIGN
Convergent mixed-methods study.
PARTICIPANTS
From a graduate entry Doctor of Physiotherapy course, 111 first-year and 20 second-year students participated.
INTERVENTION
Near peer-led simulation was delivered within first-year cardiorespiratory, musculoskeletal and neurological physiotherapy curricula and as a precursor to second-year clinical placements. First-year students were near peer learners. Second-year students were near peer teachers and the simulated patients.
OUTCOME MEASURES
Focus groups, pre/post-simulation questionnaires and direct observation. Data were triangulated and presented in overall themes.
RESULTS
Five themes emerged: near peer-led simulation improved the students' confidence and the opportunity to make mistakes in a supportive and safe environment was valued; peer feedback was an integral part of the learning process that enriched the learning experience; the authenticity and realism created seriousness, promoted engagement and facilitated perceived knowledge transfer; there were benefits for learning for both peer learners and peer teachers; and the anticipation and emotional impact was evident.
CONCLUSION
Near peer-led simulation was viewed by students as a valuable and engaging activity. Students perceived a broad range of benefits on their learning, especially from peer feedback (giving and receiving) on their performance, and had increased confidence following simulation. Peer-led simulation is an authentic and valuable component of entry-to-practice physiotherapy education.
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