Impact of Peer-Assisted Learning on Ultrasound

2021 ◽  
Vol 32 (4) ◽  
pp. 253-256
Author(s):  
Sarah Garvick ◽  
Ian Smith ◽  
Jason Carter ◽  
Ziad El Tannir ◽  
Anthony Gentile ◽  
...  
Keyword(s):  
Peer Assisted Learning

Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies

2010 ◽  
Vol 3 (4) ◽  
pp. 315-342 ◽  
Author(s):  
Devin M. Kearns ◽  
Douglas Fuchs ◽  
Kristen L. McMaster ◽  
Laura Sáenz ◽  
Lynn S. Fuchs ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Peer Assisted Learning ◽  
Sustained Use ◽  
Peer Assisted Learning Strategies

scholarly journals Statistically, Does peer assisted learning make a difference on a UK engineering degree programme? HETL Scotland 2017

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anne Louise Nortcliffe ◽  
Sajhda Parveen ◽  
Cathy Pink-Keech
Keyword(s):  
Academic Performance ◽  
Statistical Analysis ◽  
Positive Impact ◽  
Data Sets ◽  
Social Categories ◽  
Peer Assisted Learning ◽  
Student Records ◽  
Content Type ◽  
Attainment Gap ◽  
The Impact

Purpose Black British minority ethnics (BME) students are nationally underachieving in comparison to their Ethnic Chinese and White peers, showing typically a 16 per cent graduate attainment gap in the UK. Previous research has suggested that the attainment gap could be explained by BME student disengagement, as the students typically commute from family home to University, and they work part time. However, peer-assisted learning (PAL) has been shown to have a positive impact on addressing and resolving student alienation and disengagement. However, a question still remains regarding whether student perceptions hold up to statistical analysis when scrutinised in comparison to similar cohorts without PAL interventions. The paper aims to discuss these issues. Design/methodology/approach This paper presents the results of a statistical study for two cohorts of students on engineering courses with a disproportionately high representation of BME students. The research method involved a statistical analysis of student records for the two cohorts to ascertain any effect of correlation between: PAL; student ethnicity; and student parental employment on student academic performance and placement attainment. Findings The results indicate that PAL has no significant impact on the academic performance; however, PAL has a positive impact on the placement/internship attainment for BME students and students from parental households with parents in non-managerial/professional employment. Research limitations/implications The research limitations are that the cohorts are small, but more equal diverse mix of different social categories than any other courses. However, as the cohorts are less than 30 students, comparing social categories the data sets are small to have absolute confidence in the statistical results of academic performance. Even the t-test has its limitations as the subjects are human, and there are multiple personal factors that can impact an individual academic performance; therefore, the data sets are heterostatic. Practical implications The results highlight that there is need for pedagogy interventions to support: ideally all BME students from all social categery to secure placements; BME students who are unable to go on placement to gain supplementary learning that has the same impact on their personal development and learning as placement/internship experience; and White students from managerial/professional family households to engage more in their studies. Social implications Not addressing and providing appropriate pedagogy interventions, in the wider context not addressing/resolving the BME academic and placement attainment gap, a set of students are being disadvantaged to their peers through no fault of their own, and compounding their academic attainment. As academics we have a duty to provide every opportunity to develop our student attainment, and as student entry is generally homogeneous, all students should attain it. Originality/value Previous research evaluation of PAL programmes has focused on quantitative students surveys and qualitative semi-structured research interviews with students on their student engagement and learning experience. On the other hand, this paper evaluates the intervention through conducting a quantitative statistical analysis of the student records to evaluate the impact of PAL on a cohort’s performance on different social categories (classifications) and compares the results to a cohort of another group with a similar student profile, but without PAL intervention implementation.

scholarly journals Teaching Foreign Language Speaking Skills Through Peer-Tutoring

2018 ◽  
pp. 551-568
Author(s):  
Elena A. Makarova
Keyword(s):  
Foreign Language ◽  
Peer Tutoring ◽  
Quantitative Methods ◽  
Teaching Method ◽  
Interdisciplinary Approach ◽  
Linguistic Knowledge ◽  
Regular Classroom ◽  
Peer Assisted Learning ◽  
Selection Of ◽  
Speaking Skills

Introduction. Teaching foreign language speaking skills to students of the same academic group having different levels of language proficiency within a restricted time period is an urgent problem for non-linguistic universities. Its solution requires an interdisciplinary approach and the integration of modern pedagogical, psychological and linguistic knowledge. The aim of the study is to prove experimentally the effectiveness of peer assisted learning organized within the regular classroom settings. Materials and Methods. The study is concerned with a peer assisted learning strategy aimed at the development of EFL speaking skills of low-skilled students. Unlike international practice of extra-curricular peer tutoring the given strategy is used among well-acquainted students within the regular classroom settings. Peer assisted learning is based on both qualitative and quantitative methods such as data collection of both foreign and Russian teachers, linguists and psychologists, analysis and generalizations along with the communicative language teaching method, experiment and observation . Results. As a result, the criteria for selection of peer tutors were formulated, a new structural component of peer assisted learning was developed and implemented, stages of teaching EFL speaking skills were pointed out, vocabulary and exercises appropriate to students’ knowledge and experience were selected. The researched model of peer assisted learning made it possible to integrate basic principles of the communicative method. Discussion and Conclusions. Through peer assisted learning tutees benefit by developing and practicing communicative skills, increasing motivation. All tutors and tutees are actively engaged in work, develop responsibility and collaboration, and improve academic achievements. The effectiveness is provided by systematic peer assisted learning, coordinated work of students in pairs/threes, taking top-down and bottomup approaches to teaching speaking, proper selection of vocabulary and exercises. The obtained results contribute to the study of problems of teaching speaking and motivate further study of peer tutoring and making additional experiments.

scholarly journals Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

2020 ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training ◽  
The World

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

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