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As rehabilitation technologies rapidly develop, the lack of evidence-based training remains a barrier to technology adoption. Continuing education (CE) may provide training opportunities for new technologies, specifically 3D printing. Current models of CE course design rely on traditional, pedagogical methods, including didactic delivery, as opposed to applying adult learning models, which integrate experiential, self-directed learning to promote collaboration and problem-solving. This study sought to determine whether the active learning approach of peer-assisted learning (PAL) promoted collaboration and transference of knowledge between rehabilitation clinician peers when learning 3D printing. In this mixed methods study, 35 clinicians from occupational therapy, physical therapy, and speech language pathology disciplines participated in two hours of CE, which integrated tenets of PAL to explore attitudes toward technology adoption perceptions as measured by the Technology Acceptance Model (TAM). Pretest and posttest results were analyzed using paired permutation tests. All TAM responses improved significantly (p < 0.05), suggesting that for rehabilitation clinicians, CE using an andragogical PAL approach contributed to improving technology acceptance of 3D printing. Content analysis of posttest open-ended questions further explored PAL implementation. The qualitative themes were: (1) Active opportunities supported learning, (2) group format facilitated problem-solving within a team, (3) technology was easier than expected, and (4) barriers remain for technology application in practice. In conclusion, the themes support the integration of PAL as a delivery method of CE to enhance technology adoption. more...

This study evaluated the effect of peer-assisted learning strategies (PALS) intervention on the language and story comprehension skills of two kindergartners with developmental delays from a special education class while reading a digital storybook. The study was conducted in Taiwan with participants who spoke Mandarin Chinese. This study was a single-subject A-B1-C1-B2-C2-M study. The study compared the effects of conventional teaching methods with those of the modified PALS intervention. A standardized instrument and visual analysis were used to assess changes in language and story comprehension skills. After the intervention, the teacher and parents of the study participants were interviewed to evaluate changes in language skills of the participants at home and at school. The qualitative and quantitative results showed that this strategy effectively improved story comprehension skills. The teacher and parents all had positive views on this teaching strategy. Based on the findings, practical and future research suggestions are proposed. more...

Abstract Background Skill training in medical education poses significant challenges. The traditional “see one, do one " approach is increasingly seen as outdated and inconsistent with modern adult learning principles. The 2019 Medical Council of India (MCI) skill training module recommends Peyton’s four-step method for psychomotor skill training is designed for a 1:1 teacher-to-student ratio. However, this ratio is often impractical due to faculty shortages. Peer-assisted learning (PAL) has emerged as a potential solution, yet its effectiveness in teaching suturing skills using Peyton’s method remains underexplored in our context. Objectives To compare the effectiveness of PAL using Peyton’s method with faculty-assisted learning (FAL) for surgical skill training and to evaluate students’ perceptions of their learning experiences through validated feedback forms. Materials and methods Sixty second-year MBBS students were randomized into two groups: one trained in basic suturing techniques (interrupted, vertical mattress, and continuous suturing) by peer tutors (PAL group) and the other by faculty members (FAL group). Peer tutors, trained by senior faculty members, used Peyton’s four-step method to teach suturing techniques in a skill lab using manikins. Post-training, proficiency was assessed using a 15-point OSCE checklist, and students’ perceptions were evaluated through a questionnaire. Results Both groups achieved mean proficiency scores exceeding 80% (> 12/15) across all techniques, with no statistically significant difference between groups. Students in both groups reported high satisfaction with their training experience. Notably, the PAL group demonstrated significantly higher confidence in performing suturing both in the skill lab and on real patients (p more...

Abstract This narrative review investigates the current implementation and future potential of Peer-Assisted Learning (PAL) in medical education, specifically emphasizing its role in enhancing medical English proficiency. The article analyzes the effectiveness of PAL across various medical education contexts, including primary medical courses, doctor-patient communication, and standardized residency training. The findings indicate that PAL positively impacts student learning outcomes and promotes professional development, highlighting the necessity of its application in medical English instruction. However, implementing PAL faces several obstacles, such as limitations in student cognition and a singular interaction model. This review presents several application prospects, including scenario simulation and the integration of PAL with pedagogical methods such as Problem-Based Learning (PBL), Case-Based Learning (CBL), and Team-Based Learning (TBL). Ultimately, this review underscores the importance of PAL in medical English teaching and recommends future research directions to develop effective teaching models that optimize its implementation. more...

Peer-assisted learning (PAL) in healthcare education encourages critical thinking, professional development, knowledge acquisition, and enhancement of clinical skills. In this paper, we describe the pilot of a dyad model of PAL used in an occupational therapy (OT) student experiential learning clinic for hand therapy, where two students at the same knowledge level provided peer support to one another in clinical responsibilities. Example activities where dyad learning occurred include evaluation and treatment planning, care delivery, documentation, presenting during clinic rounds, practicing administering assessments and treatment techniques, and role-playing sensitive patient conversations. We developed two supplemental tools to support feedback between peers: the Session Rating Tool for post-treatment feedback and the Documentation Checklists for evaluating documentation. We assessed the effectiveness of the dyad model and the two tools by first exploring students' anticipated impact on a total of nine criteria essential to professional growth and hand therapy clinical practice, which was rated on a Likert Scale. After a six-week pilot period, the same questions investigated students' perception of actual impact. Students also provided qualitative feedback via open text on each survey. Students rated the dyad learning model highest for overall confidence in clinical skills/treating patients and rated the model's impact higher than anticipated on clinical reasoning skills, therapeutic use of self and other communication skills, upper extremity diagnoses and conditions, and OT process. Students rated the Session Rating Tool similarly to anticipated impact. The dyad model of PAL supported student learning and clinical performance in this student experiential learning clinic. more...

PurposeThe teacher–student relationship and self-efficacy will amplify the positive effect of peer-assisted learning on mathematics performance. A strong teacher–student relationship provides a supportive foundation, while higher self-efficacy equips students with the confidence and resilience to fully benefit from peer-assisted learning. This study examined the effect peer peer-assisted learning on mathematics performance as well as the moderating effect of the teacher–student relationship and the mediating effect of self-efficacy on the relationship between students’ mathematics performance and peer-assisted learning among students.Design/methodology/approachFor this study, a descriptive-correlation design was used. Three hundred and fifty-one students made up the study’s sample size. Stratified simple random sampling techniques were used to select respondents for this study. A structured questionnaire was employed to collect data from targeted respondents. Structural Equation Modeling (SEM) run in Amos (v.23) was used to address the proposed hypothesized paths for this study.FindingsThis study’s findings revealed that teacher–student relationship, self-efficacy, and peer-assisted learning had a positive and statistically influenced mathematics performance. Moreover, self-efficacy somewhat mediates the relationship between peer-assisted learning and mathematics performance. Finally, the association between peer-assisted learning and students’ mathematics performance was positively and considerably moderated by the teacher–student relationship.Originality/valuePrevious research has looked at how peer-assisted learning, teacher–student relationships, and self-efficacy influence mathematics performance. To contribute to the literature, this study examines the moderating and mediating effects of teacher–student relationships and self-efficacy on the relationship between peer-assisted learning and mathematics performance. more...

Peer-assisted learning (PAL) is a long-standing educational concept in higher education (HE) and has been subjected to ongoing development and ultimate implementation into so-called 'high-risk' programmes. Substantial literature and evidence are available to confirm that PAL is an effective tool for unlocking active learning in medical education. This paper focusses on the effects of same-year/level PAL implementation on the academic performance of tutors and tutees in a health sciences' extended curriculum programme (ECP) at a University of Technology (UoT) in South Africa (SA). A retrospective, longitudinal and quantitative analysis of pre- and post-intervention results of three consecutive ECP student cohorts (2017-2019) was conducted to determine whether same-year/level PAL implementation enhanced academic performance. A total of 138 ECP students participated in this study and a statistically significant difference (p-value <0.05) was found with the overall comparison between the pre- and post-intervention results. Although not all ECP students benefited from this same-year/level PAL intervention, the findings of the study suggest that for the majority of ECP students, same-year/level PAL can be considered as an innovative educational intervention to improve academic success and preparedness for future studies. more...

This study examines the integration of peer-assisted learning (PAL) and virtual reality (VR) gaming in health professions education, focusing on an occupational therapy program in Norway. While PAL is known to enhance clinical skills and knowledge, its role in fostering digital competence has been less explored. This research addresses the gap by investigating how peer assistants perceive their roles and development while integrating VR into health education. Implemented since 2021, the educational approach positions peer assistants as supervisors of VR gaming activities, independent of faculty involvement. Following a rigorous recruitment and training process, a “train-the-trainer” model fosters autonomy, leadership, and collaboration, guided by sociocultural learning theory. Three focus groups with 10 peer assistants revealed evolving teacher identities, technological mindsets, and professional growth. Assistants leveraged their unconventional gaming and technology backgrounds to connect digital tools with healthcare practices, emphasizing the role of reflection in leadership development and career aspirations. The findings highlight the dual impact of PAL and VR in advancing students’ digital competence while empowering peer assistants through professional transformation. Challenges, such as technological hesitancy and gender dynamics, were addressed with inclusive strategies. This study contributes to understanding the integration of digital technologies in health professions education, offering a replicable model to foster digital competence and prepare healthcare professionals for a digitalized landscape. Future research should investigate scalability across disciplines and institutions. more...

IntroductionPeer tutoring has been increasingly used to support university sonography teaching, necessitating well-qualified tutors. This study aims to evaluate the quality of a training program for sonography peer tutors developed and implemented at a university hospital.Materials and methodsA training program consisting of 11 modules was developed and subsequently evaluated for success with two subjective and two objective assessments of peer-tutoring quality. The two subjective assessments measured subjective scores of the peer tutors’ specialist and didactic skills using a Likert scale (1 = very low; 7 = very high) from the perspective of the individuals the peer tutor taught (assessment 1) and from the peer tutors themselves (assessment 2). The peer tutors also rated the training concept itself. The objective assessments evaluated the peer tutors’ specialist skills with a theoretical test (assessment 3) and a practical examination (assessment 4). Data collection for assessment 1 began in 2017, while data for assessments 2 to 4 were collected from 2021 to 2024.ResultsA total of 2,980 data sets for assessment 1, 92 data sets for 2, 44 data sets for assessment 3, and 147 data sets for assessment 4 were included in the analysis. Peer tutors scored highly positively on assessments 1 [6.6 ± 0.63 scale points (SP)] and 2 (5.53 ± 0.63 SP), and these results remained consistently high throughout the semesters. Assessments 3 (74.7 ± 7.9%) and 4 (85.6 ± 10.5%) also showed strongly positive values that remained constant over time. Assessment 1 results were significantly higher than the others (p more...

The research was to ascertain the mediating effect of students' perception in the relationship between the history of mathematics, peer-assisted learning, and students' interest in mathematics. The study was based on 394 students from four selected secondary schools in the Ashanti region of Ghana. The study was a survey, adopting a structured questionnaire as the research instrument. Structural equation modelling was estimated using Amos (v.23) software, to test the hypothesized paths. History of mathematics had no direct effect on students' perception towards mathematics, thereby, students' perception acted as a full mediating variable. Peer-assisted learning had a direct effect on students' perception towards mathematics, thereby, students' perception acted as a partial mediating variable. It is recommended to the Ghana Education Service and the Ministry of Education to inculcate the use of history mathematics, as part of the courses in training mathematics teachers. more...

What happens when a peer-assisted learning scheme becomes "business as usual" rather than innovation? The proctoring scheme in undergraduate philosophy programmes at the University of Leeds has been running for over 25 years, making it one of the oldest (and possibly the single oldest) continuously running higher education peer-assisted learning schemes in the country. Over time, the centrality of the scheme in the teaching environment has changed, particularly in the shared understanding of philosophy learning and teaching and in the practical constraints of curriculum and timetable space. Using the insights of teachers, students, and graduates, this report identifies the extent of success for proctoring in fostering philosophical learning and developing academic community, the two major objectives for the scheme. We also identify the conditions for success of peer-assisted learnings schemes, which our results suggest. An unexpected outcome of this project is found in identifying a challenge around "value" resulting from the fee-paying environment in higher education where peer-assisted learning may be (mis)understood as "teaching on the cheap." These findings raise important questions for all higher education peer-assisted learning schemes about how schemes are embedded, sustained, and remain central to the learning environment in a rapidly changing education environment. more...

Most tertiary institutions have adopted the peer-tutoring approach to complement the traditional method of teaching and learning. The successful utilization of peer-tutoring as a teaching and learning strategy is determined by the effective administration of the entire process. This qualitative study investigated how the peer-tutoring process was administered at various campuses of a government-funded vocational institution in one of the provinces of South Africa. The Cooperative and Social Interdependence Theory was used to guide this paper to explore the various challenges experienced during the peer-tutoring process administration. The tactics that can be used to improve the administration of peer-tutoring tutoring as a teaching and learning approach are also explored in this case study. The interpretivist paradigm was used to derive in-depth information on the administration of the peer-tutoring process. The study involved 12 staff members, Student Development Practitioners (3), Curriculum Unit (3), and Academic Staff (6). It emerged from the study that the peer-tutoring process was not effectively administered. It was further noted that improving the administration of the peer-tutoring process requires the college's commitment to providing adequate infrastructure for peer-tutoring classes, providing training to tutors, and ensuring that collaboration exists between Student Development Practitioners, Curriculum Unit and Academic Staff. more...

Background: The transition from Pedagogy to Andragogy in undergraduate Physiotherapy education necessitates addressing educational deficiencies. Objective: To evaluate the educational outcomes of two andragogical teaching approaches: Student-Led Objective Tutorials (SLOT) and Student-Led Socratic Seminars with Concept Mapping followed by Reflective Writing. Materials and Methods: A quasi-experimental cross-over study divided Phase 1BPT students into SLOT and Socratic Seminar groups (n=50). Four physiology modules were covered, and internal assessment scores were compared pre- and post-intervention. Results: SLOT group's mean pre-test marks were 55.4±7.31, with a post-test increase to 61.2±7.42 (6% increase). Socratic Seminar group's pre-test mean was 58.1±6.668, increasing to 67.9±8.19 (9% increase). Around (81%) students found SLOT very interesting, (97%) felt that SLOT improved their deductive thinking, (91%) felt it improved their analytical skills. Around (84%) of students felt that Socratic seminars helped them understand the practical applications of the content and a staggering (95%) of students felt Concept mapping allowed them to organize the flow of processes. The process of reflective writing in these students was highly appreciated. Feedback indicated high student interest and perceived improvement in deductive thinking, analytical skills, practical understanding, and concept organization. Conclusion: Both andragogical methods foster peer learning. SLOT enhances critical thinking, communication, and presentation, while Socratic Seminars promote higher order thinking. Both encourage deep learning through discussion and debate. more...

Access Foundation Programmes are a widening-participation initiative designed to encourage engagement in higher education among underrepresented groups, including those with socioeconomic and educational disadvantage. In particular, mature students enrolled in these programmes experience greater difficulties making the transition to tertiary education, especially when they opt to study disciplines traditionally considered difficult. Computer programming is perceived as a traditionally difficult subject with typically lower pass rates and progression rates than other subjects. This paper describes the first of a three-cycle action research study examining the perceived effects of a structured Peer Assisted Learning (PAL) Programme for mature students enrolled in a computer science programming module for an Access Foundation Programme in an Irish University. The focus of this qualitative study was to evaluate the perceived effect of a PAL programme on learning and whether it offered a positive learning support structure. Findings from our study suggest that PAL programmes have an overall positive effect on subject comprehension as well as enhanced learner confidence for mature Access Foundation students. Furthermore, PAL sessions offered students a support structure that helped with their transition and acculturation to tertiary education. This study also highlights the importance the PAL leader's role has on the perceived effectiveness of the PAL sessions as well as the impact of the students' shared history on the near-peer bond. The study concludes that the implementation of PAL programmes for Access Foundation Programmes has the potential to offer mature students a supportive learning environment and to improve their learning experience. more...

The use of peer-assisted learning/mentoring (PALM) and translanguaging (TRL) as inclusive learning strategies to support students' transition into Higher Education and enhance their wellbeing in the post-Covid era has not been widely explored. Lecturers express their deep concern about the mental health issues and lack of confidence an increasing number of learners have faced lately in the UK due to the COVID-19 pandemic. In terms of the present study, 80 undergraduate multilingual students were involved in PALM tasks during which they could use their first language through translanguaging and English, the target language, for one academic semester. The main goal was to ensure they had equal opportunities to develop their oral fluency while preparing group presentations. Paired T-tests were used to compare students' pre- to post-tests scores. In terms of this mixed-methods case study, the researcher also analyzed students' reflective reports and the anonymous feedback learners provided thematically to explore their attitudes. Findings indicated that these two approaches enabled students to improve their academic performance significantly although learners felt uneasy at the beginning. The combination of these two methods created a psychologically safe space as learners gradually developed a personal relationship with their peers. In response to the need for more information, as regards the use of PALM activities and TRL with multilingual learners, this study intends to contribute student voice since the inclusion of learner opinion has been minimal. Recommendations for the successful implementation of these two instructional approaches in undergraduate courses and suggestions for further research are provided. more...

This research explores the different types of motivation that inspired students to engage in an online peer-assisted learning (PAL) leader role. An interdisciplinary online PAL pilot programme at a university in the United Kingdom was reviewed to investigate the experience and perceptions of voluntary online PAL leaders. The purpose of the study was to address a paucity in knowledge about the motivations for this role, specifically from an online perspective, and to guide future online PAL leader recruitment. A thematic analysis of in-depth qualitative semi-structured interviews was used to determine emerging and relevant themes. Three research questions guided the interviews, and findings are presented in response to these questions. Findings indicate that different types of intrinsic and extrinsic motivation were key reasons for engaging in the online PAL leader role. The participants expressed an altruistic and empathic approach towards volunteering. Potential personal benefits motivated their participation, including improved study skills, transferable skills, and the possibility of an award. These motivations fell into two significant themes: the awareness of personal gain and the emergence of a desired version of self. Recommendations are made for the recruitment and training of online PAL leaders and the logistics of the scheme to ensure it is well advertised, accessible, endorsed by academic staff, and combines synchronous and asynchronous modes. It is hoped that this research will be valuable given the shift to online study and blended learning in response to and as an outcome of the COVID-19 pandemic and the value placed on interactive virtual spaces to minimise isolation. more...

In the Sub-Saran Africa, mathematics is a key subject in the school curriculum and most countries consider it as must-pass subject to gain admission into tertiary institutions. This notwithstanding, students' performance in mathematics in a cause for concern. For example, the mathematics performance of Ghanaian students in 2021 West Africa Senior Secondary Certificate Examination (WASSCE), was lower than that of 2020. This indicates that the percentage of students to gain admission into the tertiary has reduced. This study therefore explored the role of motivation, peer assisted learning, quality of teaching and student interest on student performance in mathematics. The study design was a survey, with structured questionnaire being used for data collection. The population comprised of students pursuing their undergraduate degree at a public university in Ghana. Purposive and convenient sampling techniques were used in selecting 373 first year undergraduate students of Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), who studied on Kumasi campus. Data was gathered during lecture hours, after permissions were sought from the lecturers handling the classes at the time of data collection. The path analysis was by Structural Equation Modelling, by using Amos (v.23) software. It was concluded that students learning interest in mathematics partially mediated the relationships between mathematics learning motivation and performance in mathematics; as well as between mathematics teaching quality and performance in mathematics. The effect of peer assisted mathematics learning on performance in mathematics was however fully mediated by students learning interest in mathematics. more...

The University of Southern Queensland's online study environment continues to grow with over 16,000 students studying online. Pre-Covid-19, online enrolments typically represent around 67% of all students studying at USQ. This article usefully analyses quantitative data in order to evaluate the effectiveness of the pilot of an online peer-assisted learning program for first-year Law students. The article asks whether a customised online Meet-Up program can objectively enhance student engagement and academic performance in a first-year law course. Results from the pilot were positive and are a productive contribution to the literature on online peer-assisted learning. more...

Objective: Peer-assisted learning (PAL) is teaching by the learners to the learners, a teaching strategy globally integrated into curricula. One particular variant is same-year reciprocal PAL, in which peer tutors and tutees are from the same academic year and alternate teaching roles. However, few studies have examined this specific form of PAL, and both student and faculty perspectives on its efficacy remain largely unexplored. To address this gap, we conducted a qualitative study among fourth-year medical students during their Family Medicine clerkship. Methods: Employing content thematic analysis, we gathered data through in-depth interviews and focus group discussions involving both faculty members and students. Students received training to lead small group discussions, and their perceptions were subsequently collected. Coding of the transcripts was carried out by three researchers independently, with themes agreed upon mutually. COREQ guidelines were followed throughout the planning, implementation, and analysis of this study. Results: The finalized themes included "Enhancement of Teaching Skills," "Conducive Educational Environment," "Operational Issues," and "Recommendations for the Future". Conclusion: Our findings suggest that PAL promotes collaboration among students and enhances knowledge, confidence, time management, teamwork and reflecting skills besides many other. It serves as a valuable supplement to traditional teaching methods, although it cannot replace them entirely. Thorough planning prior to implementation is essential for achieving beneficial long-term outcomes for both students and faculty. Key words: peer groups, medical students, learning, clinical clerkship, teaching methods, undergraduate medical education. more...

Although an emerging field, seamless learning (SL) can be a powerful tool, and in this study, it was integrated into a peer-assisted learning (PAL) center in such a way to concentrate on the development of undergraduate English writing skills in Thailand. This quasi-experimental quantitative and qualitative study was conducted at an international college, where the control and experimental groups consisted of 18 and 17 research participants, respectively. The objective of this study was to examine whether student involvement in a seamless learning-focused PAL center could help develop academic writing skills of undergraduate students in an international faculty at a private university in Thailand. In this study, the instrument utilized to elicit and collect information was in the form of a sample IELTS writing test, which mirrored Task 2 of the examination. Those providing peer feedback to the participants were their fellow classmates who had achieved a CEFR English level of B2 or higher. There was a total of 48 student peer-mentors (SPMs) in this study. Based on the findings of this study, it can be concluded that by integrating SL into a PAL center, it could significantly develop undergraduate student writing skills. With more and more university faculty budgets becoming smaller, higher educational institutions are being influenced to become more creative in adopting more fiscally responsible academic projects, and seamless learning-focused PAL centers could be implemented in such a way to develop undergraduate student writing skills at little or no cost to universities. The research implications for this study offer a framework on how to better develop academic writing skills for undergraduate students. more...

Music educators are exploring ways to implement peer-assisted learning in their classrooms in an effort to foster a more inclusive and collaborative learning environment. By observing students in peer teaching roles, teachers can gain information related to individual levels of social appropriateness as well as skill comprehension, and additional individual repetitions of skill sequences can occur during a class period. In this research to resource article, I discuss research literature related to academic, social, and emotional benefits of peer-assisted learning. Two prominent approaches, cross-age peer tutoring and reciprocal peer tutoring, are outlined and the merits of each approach discussed. Strategies for successfully implementing peer-assisted learning in the music classroom are presented. Intelligently preparing peer-assisted learning and objectively assessing the outcome could allow this teaching and learning strategy to become a valuable part of a music teacher's classroom routine and instructional toolkit. more...

The COVID-19 pandemic necessitated a quick transition to online learning widely. This study examined the contributions of the peer-to-peer learning interactions within integrated peer-assisted learning clusters to learning among students in universities in Harbin, China, and Akure, Nigeria respectively. The frequency of peer-to-peer interactions in peer-assisted learning clusters in both locations were studied in 2019, and followed by a study to assess the changing characteristics and nature of the learning interactions during the transition to online learning in 2020. Data was curated using Excel, Origin-Pro, and Wordcloud generator. Approximately 60% of the participants used social media for peer-to-peer learning interactions daily within their peer-assisted learning cluster before the transition. The frequency of usage of all the communication technology-mediated means of peer-assisted learning interactions considered during online learning except emails. The increase in the frequency of learning interaction among students in universities in Harbin ranges from 32.1% to 94.4%. Students in Nigeria could not make this quick transition because of other factors highlighted. The learning interactions within their online cluster contribute positively to the online learning of 83.6% of the participants. Peer-to-peer learning interactions was successfully leveraged in the transition to the online learning occasioned by the pandemic. more...

The Peer Assisted Learning (PAL) program at Sacramento State was established in 2012 with one section supporting introductory chemistry. The program now serves 17 courses with high rates of students who receive a D or an F or withdraw (DFW) from the course in biology, chemistry, mathematics, physics, and statistics; the program enrolls approximately 1,400 students annually. Adapting the Peer-Led Team Learning model, PAL facilitators do not teach, tutor, or even confirm answers; they ask scaffolding questions, provide encouragement, and ensure that all group members participate in problem-solving. Each PAL section is an optional credit-bearing course that supplements the targeted parent science, technology, engineering, and mathematics (STEM) course. In this article, we assess the efficacy of the program in terms of student success in the parent course. As PAL is an opt-in program, we employ propensity score matching techniques to account for confounding factors. Our analysis shows that the mean course grade point average is 1.98 for matched nonparticipants and 2.40 for matched PAL participants, indicating that the program provides an average bump of 0.42 points in the parent course. We consider data from more than 25,000 students, and our propensity score analysis uses more than 10,000 students (4,519 PAL and 5,814 non-PAL) for whom appropriate matches could be found. more...

In a university context, peer assisted learning (PAL) refers to students supporting the learning of other students. While PAL is used extensively in health and medical sciences fields to enhance student learning, there are few examples of how it has been incorporated within recreation education contexts. The purpose of this study was to examine the benefits of a peer learning project across three undergraduate recreation courses in a university in Atlantic Canada and to understand how the organization and implementation of a PAL project impacts student learning. Multiple forms of data (focus group, reflections assignments and online survey) were collected across 2 years of program implementation. Two themes were constructed from the data: Benefits of Peer Learning Within Near Peer Groups, and Factors Impacting Overall Effectiveness of Peer Learning Initiatives. Results are discussed in relation to the benefits and implications of peer-to-peer teaching and learning. more...

Peer-assisted learning (PAL) encompasses the active acquisition of knowledge and skills among students in similar social settings where teaching one another enables reciprocal learning. Same-year/ level PAL (SPAL) is applied in theoretical and clinical teaching across medical disciplines worldwide and is regarded as a teaching and learning strategy promoting self-directed learning. However, it is unclear if SPAL is supporting the academic progress and skills development of students placed on extended curriculum programmes (ECP) in health sciences education (HSE) effectively. This paper focuses on ECP tutors and tutees' experiences of SPAL on their academic, personal and professional development. Six qualitative, semi-structured group interviews were conducted with 41 ECP students (14 tutors and 27 tutees) after they had participated in SPAL sessions. Findings indicate that SPAL supports ECP students not only academically, but also improves graduate attributes and leadership development, and promotes adapting to higher education through the establishment of communities of learning. Embedding structured SPAL sessions into ECPs in HSE was found to be central to the success of this teaching and learning strategy. more...

Background: Health Education England (HEE) and the Royal College of Speech and Language Therapists (RCSLT) have identified the need to increase placement capacity. Speech and language therapy is a shortage profession in the UK, so services need to consider innovative placement models to increase their placement offers without increasing the time burden on speech and language therapists (SLTs). Aims: To increase capacity for pre-registration practice-based learning by using peer-assisted learning (PAL) in a group model of student placement to enable student-led service delivery which provides high standards of clinical care and student experience and is an efficient use of SLT time. Methods & Procedures: A paediatric speech and language therapy service hosted eight student speech and language therapists (SSLTs) for their final pre-registration placement. SSLTs completed pre- and post-placement confidence ratings for a range of clinical skills; SSLTs and SLTs rated how useful different types of support were, and education settings provided feedback about working with the SSLTs. The number of clinical sessions completed by the SSLTs and the percentage of outcomes achieved for children with speech, language and communication needs were calculated. SLTs completed time-trackers for placement-related activities. Outcomes & Results: The impact of the placements was assessed using a tri-vector methodology consisting of: self-reporting by the student (using an evaluation form), feedback from the placement sites (schools) and analysis of targets set for individual children. SSLTs reported increased confidence in all clinical areas in their post-placement evaluation form. SLTs reported increased confidence in SSLTs working independently and an increase in the perceived benefit to the service for having SSLTs in comparison with the time invested in supporting SSLTs. SSLTs and SLTs found all types of support provided during the placement useful. Schools reported high levels of satisfaction for working with SSLTs. SSLTs completed more clinical sessions than an SLT would have been able to in the time SLTs invested in placement-related activities. Children achieved 60% of the targets set by SSLTs. Conclusions & Implications: This placement model increased the capacity for SSLT placements by using PAL in a group model of student placement to enable student-led service delivery. The model provided high standards of clinical care and student experience and was an efficient use of SLT time. Wider use of this placement model would increase placement capacity and could also address vacancies in services. more...

Introduction: Peer-assisted learning (PAL) is widely used in undergraduate medical education, and collaborative learning is gaining momentum. Unfortunately, literature shows that students utilise their peers less during undergraduate clerkships, a phase when PAL is known to be particularly useful to students and their clinical-reasoning learning process. For this reason, we investigated the following question: How can we design a workplace for undergraduate students that fosters PAL with regard to enhancing their clinical-reasoning learning practice?, Methods: We used a design-based research (DBR) methodology, involving iterative development to address a complex educational issue. Between September 2022 and October 2023, stakeholders participated in four work conferences (WCs). The final output consists of design principles for a workplace to encourage PAL for the enhancement of the clinical-reasoning learning practice for undergraduate students, as well as an evaluated 2-month pilot intervention, 'paired consultation', that aligns with these design principles. This study is conducted in the Netherlands., Results: A total of 101 individuals participated in this study. In the WCs, design principles were continuously discussed, while an intervention was developed under the guidance of the research group. Discussion topics included reciprocal vulnerability, culture, autonomy, flexibility, ownership, psychological safety, competition and the role of supervisors. Overall, the pilot was considered a success by all involved and small adjustments were made throughout. Students mentioned that observing peers supported their clinical-reasoning learning process. Supervisors expressed growing enthusiasm for PAL., Conclusion: To ensure successful interventions based on the design principles, three topics deserve attention: (1) Students must share responsibility for learning with peers, (2) supervisors must contribute to the evolution towards a collaborative learning environment and (3) a community of learners within a community of practice can enhance the collaborative learning practice. Further research should focus on guiding the workplace in this transition towards collaborative learning., (© 2025 The Author(s). Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.) more...

Defined as 'networks of learning relationships among students and significant others', peer assisted learning takes a bewildering array of forms in higher education. A useful way to conceptualise these is to draw from ideas of communities of practice and communicative rationality, with the degree of student autonomy a third key element. We illustrate this approach with a study of Kuppi, an example of peer assisted learning initiated and organised entirely by students. We interviewed undergraduate participants from six state universities in Sri Lanka and found strong support for this model of peer assisted learning from student learners and student tutors. These classes are characterised by informality and discussion, flexibility in timing and location and a focus on assessments. Students determine the content and who teaches, whilst tutors give their time without payment, out of fraternity and to improve their own learning and skills. The theory of communicative rationality helped explain much of the attraction of this form of peer assisted learning. There was evidence for a strong community of practice; however apart from peer tutors aspiring to become academics, this involved mostly reinforcement of student identity rather than transformation into emerging roles. The high levels of engagement and student autonomy shown by Kuppi challenge suggestions that peer assisted learning must be organised by tutors if it is to be effective. more...

Background: Peer assisted learning (PAL) has become increasingly popular in higher education, and a range of benefits have been reported for students. However, there is scant knowledge on PAL study groups in physiotherapy undergraduate training. Objectives: This study aimed to generate in-depth knowledge about the experiences of PAL study groups from the perspective of physiotherapy students. Methods: We conducted focus group interviews with 15 first-semester students who had attended PAL study groups, and 8 third-semester students who had been PAL leaders. The interviews were analyzed using an inductive, thematic analysis. Results: Four main themes were generated: 1) An overwhelming transition – Eased by PAL study groups; 2) The significant role model – Creating safe learning environments; 3) Building a bridge between theory and practice through scaffolding; and 4) Time to mature and filtered knowledge. Conclusion: Overall, we found that PAL study groups formed an important community of practice, and that the PAL leaders became important role models, providing academic, social, and emotional support. Students learning from students in PAL study groups seemed beneficial to bridge theory and practice. Our findings support the implementation of PAL study groups as a supplement to formal teaching and suggest that PAL aids students' transition to the university environment. [ABSTRACT FROM AUTHOR] more...

Peer Assisted Leaning (PAL) programmes have been shown to enhance learner confidence and have an overall positive effect on learner comprehension, particularly in subjects traditionally perceived as difficult. This research describes the findings of a three-cycle Action Research study into the perceived benefits of implementing such a programme for mature students enrolled on a computer science programming module on an Access Foundation Programme in an Irish University. The findings from this study suggest that peer learning programmes offer students a valued support structure that aids transition and acculturation into tertiary education whilst simultaneously improving their subject-matter comprehension and confidence. An evidence-based model of PAL implementation for mature students was subsequently developed, underpinned by the associated pedagogic theory and the findings of the study. Our model promotes a student-focused peer educational enhancement framework that is transferable into the wider higher education setting. more...

The Studentische Poliklinik is Germany's first student-run free clinic. Prior to fulfilling clinical obligations there, students must complete an extensive peer-assisted learning program (PAL). Due to capacity constraints, a web-based learning program involving virtual patients has been launched. The aim of this study was to evaluate and compare the effectiveness of Virtual Patient Learning (VPL) vs. PAL in the acquisition of basic medical knowledge and skills. Forty undergraduate medical students (m=9; f=31) in their third year were randomly assigned to either the PAL (n=20), or VPL (n=20). Short-term (after each seminar) and long-term learning retention (after completion of the electives) was measured using a validated theoretical test. Objective structured clinical examinations (OSCE) were used to assess practical knowledge. Additionally, the course itself was evaluated. Differences in theoretical knowledge between students in the PAL and VPL existed over the short term (VPL median = 100%; PAL median = 80; p = 0.006), but not over the long term (VPL = 94.17; PAL = 95.62 %; p = 0.617). An assessment of practical skills showed no differences in OSCE scores between the two different groups (VPL = 79.30 %; PAL = 80.26 %; p = 0.141). Students assessed their learning experience and the comprehensibility of seminars as either "very good" or "good". Basic medical knowledge and skills can be taught as effectively using VPL as PAL. Given the cost-effectiveness, high reproducibility and freedom of time and place, VPL should be performed more often when teaching family medicine in student-run free clinics. Ultimately, this may result in enhanced treatment quality and patient satisfaction. more...

Objective: To compare the effectiveness of peer assisted learning versus conventional learning among the undergraduate students of a medical college in term of knowledge, skill and attitude. Study Design: Descriptive study. Setting: Department of Physiology Shaheed Mohtarma Benazir Bhutto Medical College Lyari. Period: 23 September to 04 November 2024. Methods: Non probability sampling technique was used to divide the group of 100 students from First year MBBS into two equal groups. One group 'A' of fifty students selected for Peer learning and the other group 'B' of fifty students selected for conventional learning through faculty teaching. Topic of ECG was selected, which included, knowledge about ECG and performance of electrocardiography on the subject. Formative assessments of both the sub groups were taken through BCQs, SEQs and OSPEs. Results: There was no significant difference (P= 0.05) in knowledge score, whereas significant difference was found in test scores of skill and attitude of PAL versus CT (P = 0.01). Conclusion: Based on the findings of the current study, it can be concluded that both PAL and CT groups were found to be equally effective in improving knowledge, but PAL can be included in a curriculum to improve the skills and attitude of First year MBBS students regarding ECG. [ABSTRACT FROM AUTHOR] more...