A system aticre view of peer teaching and learning in clinical education

Abstract

Asystematicreviewofpeerteachingandlearninginclinicaleducation
Aims and objectives. The purpose of this review is to provide a framework for peerteaching and learning in the clinical education of undergraduate health sciencestudentsinclinicalpracticesettingsandmakeclearthepositiveandnegativeaspectsofthisteachingandlearningstrategy.
Background.Thepracticeofusing peers incidentally or purposefully in theclinicaleducationofapprenticeorundergraduatehealthsciencestudentsisawell-establishedtraditionandcommonlypracticed,butlacksdefinitioninitsimplementation.
Method. The author conducted a search of health science and educational elec-tronic databases using the terms peer, clinical education and undergraduate. Thesetlimitationswerepublications after 1980 (2005 inclusive), English languageand research papers. Selection of studies occurred: based on participant, inter-vention, research method and learning outcomes, following a rigorous critical andquality appraisal with a purposefully developed tool. The results have been bothtabledandcollatedinanarrativesummary.
Results. Twelve articles met the inclusion criteria, representing five countries andfour health science disciplines. This review reported mostly positive outcomes onthe effectiveness of peer teaching and learning; it can increase student’s confidenceinclinicalpracticeandimprovelearninginthepsychomotorandcognitivedo-mains.Negativeaspectswerealsoidentified;theseincludepoorstudentlearningif personalities or learning styles are not compatible and students spending lessindividualizedtimewiththeclinicalinstructor.
Conclusions. Peerteachingandlearningis an effective educational interventionforhealthsciencestudentsonclinicalplacements. Preclinical education ofstudentscongruentwiththeacademictimetableincreasesstudenteducationaloutcomesfrompeerteachingandlearning. Strategies are required prior toclinicalplacementtoaccommodateincompatiblestudentsor poor studentlearning.
Relevancetoclinicalpractice.Thefindingsfromthissystematicreview,althoughnot statistically significant, do have pragmatic implications for clinical practice. Itcanincreaseclinicalplacementopportunitiesforundergraduatehealthstudents, assistclinicalstaffwithworkloadpressuresandincreasecliniciantimewithclients,whilefurtherdevelopingstudents’knowledge,skillsandattitudes.