1. Jolene M. Henning, EdD, LAT, ATC Director, Entry-Level Master’s Athletic Training Education Program The University of North Carolina at Greensboro Peer Assisted Learning Incorporating Evidence Based Practices in Athletic Training Education

2. Objectives Define peer assisted learning (PAL) Benefits of PAL Incorporating PAL in ATEPs Group discussions

3. Conceptual Definitions Peer –Near peer –Co-peer Assisted –Help, support, aid, lend a hand Learning –To gain knowledge, understanding, or skill

4. Peer Assisted Learning What does the phrase Peer Assisted Learning mean to you?

5. Group Discussion 10 minutes

6. Discuss conceptual definitions for the following phrases commonly used to describe PAL. Peer teaching Peer tutoring Peer modeling Peer monitoring Peer assessment Peer mentoring

7. Peer Teaching Definition: Example:

8. Peer Tutoring Definition: Example:

9. Peer Modeling Definition: Example:

10. Peer Monitoring Definition: Example:

11. Peer Assessment Definition: Example:

12. Peer Mentoring Definition: Example:

13. Benefits of PAL

14. PAL Research in AT Athletic Training PAL Assessment Survey –Convenience sample of 138 ATS –Perceptions regarding the prevalence of, and benefits and preferences for PAL Results –66% practice a moderate to high amount (50-100%) of clinical skills with peers –66% reported feeling less anxious when performing clinical skills on patients in front of other ATSs compared to in front of their clinical instructors Henning JM, Weidner TG. Peer assisted learning is prevalent and beneficial in the athletic training clinical setting. Journal of Athletic Training. In press.

15. PAL Program at UNCG “ The UNCG ATEP´s philosophy of clinical education encompasses a team approach of shared responsibility among ATEP faculty, Approved Clinical Instructors, and Athletic Training Students. The clinical education plan is rooted in theories of peer assisted learning, experiential learning, and adult learning and is designed to value the collective experiences of all members of the education team.”

16. PAL Program Peer Assessment –ATS are incorporated into the learning over time process –Peer assessments are required for all psychomotor skills After initial lab instruction and prior to ACI lab evaluation.

17. UNCG Student Feedback Better prepared for ACI evaluation Fosters collaboration among peers Value peers as resource Improves ability to give & receive constructive feedback Can be cumbersome with documentation

18. How to incorporate PAL into your ATEP…

19. Things to consider Context Objectives Curriculum area Selecting & matching participants PAL technique Contact Materials Training Evaluation Topping K. Peer Assisted Learning: a practical guide for teachers. Newton, MA: Brookline Books; 2001

20. Context Classroom, laboratory, clinical setting ATEP structure –Course sequencing –How are students assigned to clinical rotations? Student to ACI ratio UNCG: –Laboratory –most rotations have 2:1 ratio

21. Objectives Why are you implementing PAL?? –To improve test scores –Provide remediation –Socialization into field –Student support –Foster collaborative learning –Practice principles of teaching & learning UNCG: –fits “team” philosophy of education –improve student scores –foster collaboration

22. Curriculum Area Classroom content –Educational domain? Laboratory –Level of application? Clinical setting –Level of application? UNCG: –all laboratory courses (functional anatomy, care & prevention, assessment, modalities, rehab, general medical)

23. Selecting & Matching Peers Near peers? Co-peers? Voluntary or mandatory? Incentives? Fixed or reciprocal roles? UNCG: –Mandatory participation for all 1 st year students –Evaluators can be 1 st or 2 nd year students –Reciprocal roles

24. PAL Technique Peer teaching Peer tutoring Peer modeling Peer monitoring Peer assessment Peer mentoring

25. Contact How much student contact is required? –i.e., how many hours per week, how many sessions per semester, etc. Where will student contact occur? –Laboratory, clinical setting, “after hours”, social setting UNCG: –Students self regulate contact –Most occurs in the lab after hours or in the clinical setting during down time

26. Materials Instructional aids Evaluation tools Access to lab space Written materials for guided support UNCG: –Laboratory evaluation sheets –All students have keys to ATEP lab

27. Training Written instructions Verbal instructions Demonstrations Role playing Guided practice UNCG: –All students attended a 1.5 hour training session on how to use evaluation sheets and provide feedback

28. Evaluation Student self-reflections Direct measure of PAL via improvement in psychomotor scores Peers evaluate peers Student interviews UNCG: –Questions regarding PAL incorporated into course eval –Student interviews –Constant feedback

29. Your Turn!! Group Discussion 15 minutes

30. How can you incorporate PAL into your ATEP? Context Objectives Curriculum area Selecting & matching participants PAL technique Contact Materials Training Evaluation

31. Take Home Points PAL comes in many forms PAL is effective Students view PAL as beneficial PAL can assist ACIs in downtime

32. Questions? Thank You!!