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Peer-assisted learning and orthopaedic evaluation psychomotor skills.
J Athl Train. 2007 Jan-Mar; 42(1):113-9.JA

Abstract

CONTEXT

Athletic training educators often anecdotally suggest that athletic training students enhance their learning by teaching their peers. However, peer-assisted learning (PAL) has not been examined within athletic training education to provide evidence for PAL's current use or for its use as a pedagogic tool.

OBJECTIVE

To assess the effectiveness of intentional, formal PAL on the performance of psychomotor skills and to identify students' perceptions of PAL.

DESIGN

Randomized, pretest-posttest experimental design.

SETTING

Athletic Training Research and Education Laboratory.

PATIENTS OR OTHER PARTICIPANTS

Fifty-one undergraduate students (27 athletic training majors, 24 nonmajors).

INTERVENTION(S)

Review sessions led by either an Approved Clinical Instructor or peer tutor.

MAIN OUTCOME MEASURE(S)

We assessed pretest and posttest performance scores (number of correct skills) and the amount of time to complete the psychomotor skills in 3 categories of orthopaedic evaluation of the hand and wrist for subjects assigned to either a peer tutor or an Approved Clinical Instructor review group. Using the Athletic Training Peer-Assisted Learning Assessment Survey, we evaluated the perceptions of students assigned to the peer-tutor group regarding the benefits of, and preferences for, PAL.

RESULTS

Differences in the pretest-posttest skill scores were noted in both groups (P < .05). No differences in the posttest skills scores or the times to perform the skills were seen between the groups. The Athletic Training Peer-Assisted Learning Assessment Survey revealed that most (n = 19, 70.4%) of the subjects felt less anxious when practicing psychomotor skills with peer tutors than with the laboratory instructor, and many students (n = 12, 44.4%) felt more self-confident when practicing psychomotor skills with a peer tutor.

CONCLUSIONS

Peer-assisted learning appears to be a valid method for improving athletic training psychomotor skills. Peers can be resources for practicing clinical skills and report benefiting from the collaboration. Peer-assisted learning should be deliberately integrated into athletic training education programs to enhance student learning and collaboration.

Authors+Show Affiliations

Ball State University, Muncie, IN 47306, USA. tweidner@bsu.eduNo affiliation info available

Pub Type(s)

Journal Article
Randomized Controlled Trial

Language

eng

PubMed ID

17597952

Citation

Weidner, Thomas G., and Jennifer K. Popp. "Peer-assisted Learning and Orthopaedic Evaluation Psychomotor Skills." Journal of Athletic Training, vol. 42, no. 1, 2007, pp. 113-9.
Weidner TG, Popp JK. Peer-assisted learning and orthopaedic evaluation psychomotor skills. J Athl Train. 2007;42(1):113-9.
Weidner, T. G., & Popp, J. K. (2007). Peer-assisted learning and orthopaedic evaluation psychomotor skills. Journal of Athletic Training, 42(1), 113-9.
Weidner TG, Popp JK. Peer-assisted Learning and Orthopaedic Evaluation Psychomotor Skills. J Athl Train. 2007 Jan-Mar;42(1):113-9. PubMed PMID: 17597952.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Peer-assisted learning and orthopaedic evaluation psychomotor skills. AU - Weidner,Thomas G, AU - Popp,Jennifer K, PY - 2007/6/29/pubmed PY - 2007/8/24/medline PY - 2007/6/29/entrez SP - 113 EP - 9 JF - Journal of athletic training JO - J Athl Train VL - 42 IS - 1 N2 - CONTEXT: Athletic training educators often anecdotally suggest that athletic training students enhance their learning by teaching their peers. However, peer-assisted learning (PAL) has not been examined within athletic training education to provide evidence for PAL's current use or for its use as a pedagogic tool. OBJECTIVE: To assess the effectiveness of intentional, formal PAL on the performance of psychomotor skills and to identify students' perceptions of PAL. DESIGN: Randomized, pretest-posttest experimental design. SETTING: Athletic Training Research and Education Laboratory. PATIENTS OR OTHER PARTICIPANTS: Fifty-one undergraduate students (27 athletic training majors, 24 nonmajors). INTERVENTION(S): Review sessions led by either an Approved Clinical Instructor or peer tutor. MAIN OUTCOME MEASURE(S): We assessed pretest and posttest performance scores (number of correct skills) and the amount of time to complete the psychomotor skills in 3 categories of orthopaedic evaluation of the hand and wrist for subjects assigned to either a peer tutor or an Approved Clinical Instructor review group. Using the Athletic Training Peer-Assisted Learning Assessment Survey, we evaluated the perceptions of students assigned to the peer-tutor group regarding the benefits of, and preferences for, PAL. RESULTS: Differences in the pretest-posttest skill scores were noted in both groups (P < .05). No differences in the posttest skills scores or the times to perform the skills were seen between the groups. The Athletic Training Peer-Assisted Learning Assessment Survey revealed that most (n = 19, 70.4%) of the subjects felt less anxious when practicing psychomotor skills with peer tutors than with the laboratory instructor, and many students (n = 12, 44.4%) felt more self-confident when practicing psychomotor skills with a peer tutor. CONCLUSIONS: Peer-assisted learning appears to be a valid method for improving athletic training psychomotor skills. Peers can be resources for practicing clinical skills and report benefiting from the collaboration. Peer-assisted learning should be deliberately integrated into athletic training education programs to enhance student learning and collaboration. SN - 1938-162X UR - https://www.unboundmedicine.com/medline/citation/17597952/Peer_assisted_learning_and_orthopaedic_evaluation_psychomotor_skills_ L2 - https://www.ncbi.nlm.nih.gov/pmc/articles/pmid/17597952/ DB - PRIME DP - Unbound Medicine ER -