Group peer teaching: a strategy for building confidence in communication and team working skills in physiotherapy students: The 4th European Congress of the European Region of the World Confederation of Physical Therapy (ER-WCPT) Abstracts, Liverpool, UK, 11-12 November 2016

C. Seenan, S. Shanmugam, J. Stewart

Research output: Contribution to journalMeeting abstractpeer-review

Abstract

Relevance: This study examined how novel curriculum design and involving students in teaching of their peers effects development of key skills for practice. Purpose(s): The aim of this study was to embed Reciprocal Peer Teaching (RPT) within the physiotherapy curriculum and explore the effect on student confidence in communication and team-working skills. Methods/analysis: Fifty-seven first year entry-level physiotherapy students completed group peer teaching embedded in a core first year anatomy module. Questionnaire, focus groups and semi-structured interviews were used to evaluate the outcome of this novel learning and teaching strategy. Result(s): Students reported satisfaction with the experience of the group peer teaching. The key themes were group work, peer teaching and peer feedback. They also reported increased confidence in skills, primarily communication and team working. Faculty felt that the group peer teaching was beneficial for students, and an effective learning and teaching strategy. Discussion and conclusions: This study found that RPT embedded within a first year course helped to increase skills and confidence in communication and teamwork. Peer teaching appears to be an effective method that helps develop important skills within the first year of a physiotherapy curriculum. Impact and implications: The results of this study have implications for the design of education and ultimately may impact on patient care through development of graduates from physiotherapy programmes.
Original languageEnglish
Pages (from-to)e228
Number of pages1
JournalPhysiotherapy
Volume102
Issue number Supplement 1
DOIs
Publication statusPublished - Nov 2016

Keywords

  • curriculum design
  • student interaction
  • key skills development

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