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

What does the phrase Peer Assisted LearningPeer Assisted Learning

mean to you?

Group Discussion

10 minutes

Discuss conceptual definitions for the following phrases commonly used to describe PAL.

• Peer teaching

• Peer tutoring

• Peer modeling

• Peer monitoring

• Peer assessment

• Peer mentoring

Peer Teaching

• Definition:

• Example:

Peer Tutoring

• Definition:

• Example:

Peer Modeling

• Definition:

• Example:

Peer Monitoring

• Definition:

• Example:

Peer Assessment

• Definition:

• Example:

Peer Mentoring

• Definition:

• Example:

Benefits of PAL

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

How to incorporate PAL into your ATEP…

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

Your Turn!!Group Discussion

15 minutes

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

Questions?

Thank You!!