Peer tutoring in rehabilitation sciences curriculums: a scoping review

被引：0

作者：

Alison Bell

Chelsea Fagan

Laura Krisa

Rebecca Sinko

Heather Morey

机构：

[1] Jefferson College of Rehabilitation Sciences, Thomas Jefferson University, 901 Walnut Street, Suite 600, Philadelphia, 19107, PA

[2] Mayo Clinic Hospital, Phoenix, AZ

[3] MossRehab Hospital, Philadelphia, PA

来源：

Discover Education | / 2卷 / 1期

关键词：

Athletic training; Occupational therapy; Peer assisted learning; Peer tutoring; Physical therapy; Speech language pathology; Tutor;

D O I：

10.1007/s44217-023-00038-x

中图分类号：

学科分类号：

摘要：

Background: Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods: A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results: Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion: Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums. © The Author(s) 2023.

引用

共 41 条

[1]

Abay E.S., Turan S., Odabasi O., Elcin M., Who is the preferred tutor in clinical skills training: physicians, nurses, or peers?, Teach Learn Med, 29, 3, pp. 247-254, (2017)

[2]

Arksey H., O'Malley L., Scoping studies: towards a methodological framework, Int J Soc Res Methodol, 8, 1, pp. 19-32, (2005)

[3]

Bettens K., Verbrugge A., Aper L., Danneels L., Van Lierde K.M., The impact of a peer-tutoring project on academic learning skills in speech-language pathology students, Folia Phoniatr Logop, 70, 3-4, pp. 109-116, (2018)

[4]

Bryan R.E., Krych A.J., Carmichael S.W., Viggiano T.R., Pawlina W., Assessing professionalism in early medical education: experience with peer evaluation and self-evaluation in the gross anatomy course, Ann Acad Med Singap, 34, 8, pp. 486-491, (2005)

[5]

Burgess A., McGregor D., Mellis C., Medical students as peer tutors: a systematic review, BMC Med Educ, 14, (2014)

[6]

Burgess A., McGregor D., Peer teacher training for health professional students: a systematic review of formal programs, BMC Med Educ, 18, 1, (2018)

[7]

de Oliveira C.A.M., de Franca Carvalho C.P., Cespedes I.C., de Oliveira F., Le Sueur-Maluf L., Peer mentoring program in an interprofessional and interdisciplinary curriculum in Brazil, Anat Sci Educ, 8, 4, pp. 338-347, (2015)

[8]

DeCleene K.E., Ridgway A.J., Bednarski J., Breeden L., Mosier G.G., Sachs D., Stephenson D., Therapists as educators: the importance of client education in occupational therapy, Open J Occup Ther, (2013)

[9]

Field M., Burke J.M., McAllister D., Lloyd D.M., Peer-assisted learning: a novel approach to clinical skills learning for medical students, Med Educ, 41, 4, pp. 411-418, (2007)

[10]

Fry J.M., Hin M.K.T., Peer coaching with interactive wireless technology between student teachers: Satisfaction with role and communication, Interact Learn Environ, 14, 3, pp. 193-204, (2006)

← 1 2 3 4 5 →