Can Near-Peer Teaching Improve Academic Performance?

Autor/inn/en	Williams, Brett; Fowler, James
Titel	Can Near-Peer Teaching Improve Academic Performance?
Quelle	In: International Journal of Higher Education, 3 (2014) 4, S.142-149 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Peer Teaching; Academic Achievement; Undergraduate Students; Allied Health Personnel; Foreign Countries; Teaching Methods; Grades (Scholastic); Comparative Analysis; Program Effectiveness; Statistical Analysis; Surveys; Student Characteristics; Australia + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Schulleistung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Notenspiegel; Statistische Analyse; Survey; Umfrage; Befragung; Australien
Abstract	Near peer teaching is becoming increasingly popular within healthcare education. The experiences and effects of near-peer teaching upon the near-peer teachers' academic performance are poorly understood. In order to address this, the objective of this study was to examine whether a near-peer teaching program improved the overall clinical unit scores of undergraduate paramedic near-peer teachers. Students in their final year of an undergraduate paramedic, or nursing/paramedic degree were given the opportunity to volunteer as near-peer teachers for a first year clinical skills unit. The overall unit scores in a final year clinical unit of 74 students involved in the near-peer teaching program were compared with a randomly selected sample not involved. 74 students participated in this study as near-peer teachers between 2011-2013 (n = 23 in 2011, n = 18 in 2012, n = 33 in 2013). In each year, the median clinical unit grade of participating near-peer teachers was significantly higher than that of the students not involved in the near-peer teaching program when examined using a Mann-Whitney U Test (71 vs 67, p = 0.006 in 2011; 76 vs 72, p = 0.007 in 2012; 75 vs 71, p = 0.004 in 2013). This study has demonstrated that participation in a near-peer teaching program can result in improved overall clinical unit grades for undergraduate paramedic near-peer teachers. This study has added objective data to the variety of subjective information evaluating the effects of near-peer teaching upon the teachers themselves. (As Provided).
Anmerkungen	Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto Ontario, Canada M3J 3H7. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: ijhe@scieduca; Web site: http://www.sciedupress.com/ijhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01