Using Peer Teaching to Support Co-Operative Learning in Undergraduate Pharmacology

Autor/inn/en	Depaz, Iris; Moni, Roger W.
Titel	Using Peer Teaching to Support Co-Operative Learning in Undergraduate Pharmacology
Quelle	In: Bioscience Education e-Journal, 11 (2008), Artikel 8 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-7860
DOI	10.3108/beej.11.8
Schlagwörter	Peer Teaching; Pharmacology; Cooperative Learning; Undergraduate Students; Group Dynamics; Foreign Countries; Communication Skills; Teamwork; Case Studies; Science Instruction; College Science; Toxicology; Student Attitudes; Student Surveys; Peer Evaluation; Australia + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Arzneikunde; Kooperatives Lernen; Gruppendynamik; Ausland; Kommunikationsstil; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Toxikologie; Schülerverhalten; Schülerbefragung; Australien
Abstract	We report findings from the second phase of a study of co-operative, group-based assessment in Pharmacology for second-year undergraduates at The University of Queensland, Australia. Students (n = 285) enrolled in the 2006 Bachelor of Science degree program completed a group-based assessment task (weighted 10% of their course). Blended teaching strategies and the task design were modified to support group formation and peer teaching. A Jigsaw teaching strategy was adopted to support a co-operative learning task in which groups created and submitted a Notice of Intent (NOI) or mini grant proposal based on the topic of Drug Dependence. Assessment was 7% from the NOI and 3% from an individual quiz. In post-assessment surveys, students reported more favourable attitudes towards assessment in which group members received the same marks than in a pre-teaching survey. Findings from the post-task assessment survey were that most students worked co-operatively around assessment. Most students reported that peer teaching help them to complete their assignment and their individual quiz (3%) more than working in "expert panels" or group-based writing. Overall marks were high: the mean [plus or minus] sd for the group-based NOI was 80 [plus or minus] 13% and for the averaged quiz marks, 73 [plus or minus] 13%. The need for more detailed study of group dynamics is recommended. (Contains 3 figures.) (As Provided).
Anmerkungen	Centre for Bioscience, The Higher Education Academy. Room 9.15, Worsley Building, University of Leeds, Leeds LS2 9JT United Kingdom. Tel: +44-113-343-3001; Fax: +44-113-343-5894; e-mail: beej@leeds.ac.uk; Web site: http://www.bioscience.heacademy.ac.uk/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10