Jolene M. Henning, EdD, LAT, ATC Director, Entry-Level Master’s Athletic Training Education Program The University of North Carolina at Greensboro Peer.
Post on 04-Jan-2016
217 Views
Preview:
Transcript
Jolene M. Henning, EdD, LAT, ATCDirector, Entry-Level Master’s
Athletic Training Education ProgramThe University of North Carolina at Greensboro
Peer Assisted LearningIncorporating Evidence Based Practices in
Athletic Training Education
Objectives
• Define peer assisted learning (PAL)
• Benefits of PAL
• Incorporating PAL in ATEPs
• Group discussions
Conceptual Definitions
• Peer– Near peer– Co-peer
• Assisted– Help, support, aid, lend a hand
• Learning– To gain knowledge, understanding, or skill
Discuss conceptual definitions for the following phrases commonly used to describe PAL.
• Peer teaching
• Peer tutoring
• Peer modeling
• Peer monitoring
• Peer assessment
• Peer mentoring
PAL Research in AT
• Athletic Training PAL Assessment Survey– Convenience sample of 138 ATS– Perceptions regarding the prevalence of, and benefits and
preferences for PAL• Results
– 66% practice a moderate to high amount (50-100%) of clinical skills with peers
– 66% reported feeling less anxious when performing clinical skills on patients in front of other ATSs compared to in front of their clinical instructors
Henning JM, Weidner TG. Peer assisted learning is prevalent and beneficial in the athletic training clinical setting. Journal of Athletic Training. In press.
PAL Program at UNCG
“The UNCG ATEP´s philosophy of clinical education encompasses a team approach of shared responsibility among ATEP faculty, Approved Clinical Instructors, and Athletic Training Students. The clinical education plan is rooted in theories of peer assisted learning, experiential learning, and adult learning and is designed to value the collective experiences of all members of the education team.”
PAL Program
• Peer Assessment– ATS are incorporated into the learning over
time process
– Peer assessments are required for all psychomotor skills
• After initial lab instruction and prior to ACI lab evaluation.
UNCG Student Feedback
• Better prepared for ACI evaluation
• Fosters collaboration among peers
• Value peers as resource
• Improves ability to give & receive constructive feedback
• Can be cumbersome with documentation
Things to consider
• Context• Objectives• Curriculum area• Selecting & matching participants• PAL technique• Contact• Materials• Training• Evaluation
Topping K. Peer Assisted Learning: a practical guide for teachers. Newton, MA: Brookline Books; 2001
Context
• Classroom, laboratory, clinical setting• ATEP structure
– Course sequencing– How are students assigned to clinical rotations?
• Student to ACI ratio
• UNCG: – Laboratory– most rotations have 2:1 ratio
Objectives
• Why are you implementing PAL??– To improve test scores– Provide remediation– Socialization into field– Student support– Foster collaborative learning– Practice principles of teaching & learning
• UNCG: – fits “team” philosophy of education– improve student scores– foster collaboration
Curriculum Area
• Classroom content– Educational domain?
• Laboratory– Level of application?
• Clinical setting– Level of application?
• UNCG: – all laboratory courses (functional anatomy, care &
prevention, assessment, modalities, rehab, general medical)
Selecting & Matching Peers
• Near peers?• Co-peers?• Voluntary or mandatory?• Incentives?• Fixed or reciprocal roles?
• UNCG: – Mandatory participation for all 1st year students– Evaluators can be 1st or 2nd year students– Reciprocal roles
PAL Technique
• Peer teaching
• Peer tutoring
• Peer modeling
• Peer monitoring
• Peer assessment
• Peer mentoring
Contact
• How much student contact is required?– i.e., how many hours per week, how many sessions
per semester, etc.
• Where will student contact occur?– Laboratory, clinical setting, “after hours”, social setting
• UNCG:– Students self regulate contact– Most occurs in the lab after hours or in the clinical
setting during down time
Materials
• Instructional aids• Evaluation tools• Access to lab space• Written materials for guided support
• UNCG:– Laboratory evaluation sheets– All students have keys to ATEP lab
Training
• Written instructions• Verbal instructions• Demonstrations• Role playing• Guided practice
• UNCG:– All students attended a 1.5 hour training session on
how to use evaluation sheets and provide feedback
Evaluation
• Student self-reflections• Direct measure of PAL via improvement in
psychomotor scores• Peers evaluate peers • Student interviews
• UNCG:– Questions regarding PAL incorporated into course
eval– Student interviews– Constant feedback
How can you incorporate PAL into your ATEP?
• Context• Objectives• Curriculum area• Selecting & matching participants• PAL technique• Contact• Materials• Training• Evaluation
Take Home Points
• PAL comes in many forms
• PAL is effective
• Students view PAL as beneficial
• PAL can assist ACIs in downtime
top related