Introducing peer-assisted learning into a veterinary curriculum: a trial with a simulator.
Identifieur interne : 004246 ( Main/Merge ); précédent : 004245; suivant : 004247Introducing peer-assisted learning into a veterinary curriculum: a trial with a simulator.
Auteurs : Sarah Baillie [Royaume-Uni] ; Helen Shore ; Deborah Gill ; Stephen A. MaySource :
- Journal of veterinary medical education [ 0748-321X ] ; 2009.
English descriptors
- KwdEn :
- MESH :
- methods : Education, Veterinary, Teaching.
- psychology : Students, Health Occupations.
- veterinary : Digital Rectal Examination.
- Animals, Attitude of Health Personnel, Cattle, Computer Simulation, Curriculum, Focus Groups, Humans, Peer Group, Surveys and Questionnaires.
Abstract
Peer-assisted learning (PAL) was implemented in the context of delivering training with a simulator, the Haptic Cow. This project was undertaken as a way of increasing student access to the simulator and to investigate the possibility of using PAL more extensively in the curriculum. Peer tutors attended a workshop to learn basic teaching skills and were then trained to use the simulator. The tutors taught their peers the basic skills for bovine rectal palpation with the simulator. The PAL project was evaluated using questionnaires and a focus group to gather feedback from both tutors and learners. Sixteen peer tutors trained 99 fellow students with the simulator. Both tutors and learners thought that there were certain advantages in students, rather than veterinarians, delivering the training. Student tutors were less intimidating and could relate more closely to the difficulties of their peers. However, lack of knowledge was identified as a potential issue. Students reported certain benefits from their role as tutors, including improvements in communication skills, knowledge of the subject area, and confidence in performing bovine rectal palpation. Additionally, the skills developed, including learning to teach, were considered to be useful for their future careers as veterinarians. Tutors and learners supported the continued use of PAL both with the simulator and in other areas of the course. The trial of PAL proved a successful way of delivering simulator-based training and the project has provided a basis for the further use of PAL in our curriculum.
DOI: 10.3138/jvme.36.2.174
PubMed: 19625665
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pubmed:19625665Le document en format XML
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May</name></author></analytic><series><title level="j">Journal of veterinary medical education</title><idno type="ISSN">0748-321X</idno><imprint><date when="2009" type="published">2009</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Animals</term><term>Attitude of Health Personnel</term><term>Cattle</term><term>Computer Simulation</term><term>Curriculum</term><term>Digital Rectal Examination (veterinary)</term><term>Education, Veterinary (methods)</term><term>Focus Groups</term><term>Humans</term><term>Peer Group</term><term>Students, Health Occupations (psychology)</term><term>Surveys and Questionnaires</term><term>Teaching (methods)</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Education, Veterinary</term><term>Teaching</term></keywords><keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Students, Health Occupations</term></keywords><keywords scheme="MESH" qualifier="veterinary" xml:lang="en"><term>Digital Rectal Examination</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Animals</term><term>Attitude of Health Personnel</term><term>Cattle</term><term>Computer Simulation</term><term>Curriculum</term><term>Focus Groups</term><term>Humans</term><term>Peer Group</term><term>Surveys and Questionnaires</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Peer-assisted learning (PAL) was implemented in the context of delivering training with a simulator, the Haptic Cow. This project was undertaken as a way of increasing student access to the simulator and to investigate the possibility of using PAL more extensively in the curriculum. Peer tutors attended a workshop to learn basic teaching skills and were then trained to use the simulator. The tutors taught their peers the basic skills for bovine rectal palpation with the simulator. The PAL project was evaluated using questionnaires and a focus group to gather feedback from both tutors and learners. Sixteen peer tutors trained 99 fellow students with the simulator. Both tutors and learners thought that there were certain advantages in students, rather than veterinarians, delivering the training. Student tutors were less intimidating and could relate more closely to the difficulties of their peers. However, lack of knowledge was identified as a potential issue. Students reported certain benefits from their role as tutors, including improvements in communication skills, knowledge of the subject area, and confidence in performing bovine rectal palpation. Additionally, the skills developed, including learning to teach, were considered to be useful for their future careers as veterinarians. Tutors and learners supported the continued use of PAL both with the simulator and in other areas of the course. The trial of PAL proved a successful way of delivering simulator-based training and the project has provided a basis for the further use of PAL in our curriculum.</div></front></TEI></record>Pour manipuler ce document sous Unix (Dilib)
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