An Interprofessional Peer Teacher Training Program for Health Professional Students: 'Face to Face' versus 'Online Only'

Autor/inn/en	Burgess, Annette; van Diggele, Christie; Schneider, Carl; Haq, Inam; Leadbeatter, Delyse; Karunaratne, Sascha; McKenzie, Susan; Clark, Tyler; Henry, Jaimie; Bloomfield, Jacqueline
Titel	An Interprofessional Peer Teacher Training Program for Health Professional Students: 'Face to Face' versus 'Online Only'
Quelle	In: Journal of University Teaching and Learning Practice, 20 (2023) 1, Artikel 5 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Allied Health Occupations Education; Peer Teaching; Interprofessional Relationship; Teaching Skills; Blended Learning; Electronic Learning; Student Attitudes; Learner Engagement; Foreign Countries; College Students; Australia + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Schülerverhalten; Ausland; Collegestudent; Australien
Abstract	In 2020, following the disruption of COVID-19, we rapidly moved the interprofessional Peer Teacher Training (PTT) program, traditionally delivered via blended learning to 'online only' format. Consisting of seven modules, the PTT program is designed to provide health professional students with opportunities to develop skills in teaching, feedback, assessment, teamwork and communication, in preparation for peer teaching and future practice. This study sought to compare 'blended learning' with 'online only' delivery. 'Blended learning' format, included a one-day face-to-face session, requiring 9 facilitators. Students participated in small group learning activities, and were formatively assessed on their teaching and feedback skills. 'Online only' delivery occurred across three weeks, using asynchronous and synchronous activities, requiring 11 facilitators. Students completed a post-course questionnaire. Data were analysed using descriptive statistics and thematic analysis. Eighty-five students completed the program; 36 in 'blended learning' and 49 'online only' format, from six disciplines (health sciences, medicine, nursing, pharmacy, oral health and public health). All (100%) 'blended learning' and 67% 'online only' participants completed the questionnaire. Both sets valued the online reading, discussion boards, videos, with opportunities to practice teaching skills, give and receive feedback. They reported an increased understanding of the roles of other disciplines. However, the 'face-to-face' component had some associated benefits, including a more positive attitude towards interprofessional learning and intention to teach. While 'online only' delivery of the program provided an effective alternative to the traditional 'blended learning' format, additional 'real-time' sessions may improve student engagement. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01