Perceived Frequency of Peer-Assisted Learning in the Laboratory and Collegiate Clinical Settings

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dc.contributor.author Henning, Jolene M.
dc.contributor.author Weidner, Thomas G.
dc.contributor.author Snyder, Melissa
dc.contributor.author Dudley, William N.
dc.date.accessioned 2020-09-02T16:08:47Z
dc.date.available 2020-09-02T16:08:47Z
dc.date.issued 2012-04
dc.identifier.citation Henning, J.M., Weidner, T.G., Snyder, M., Dudley, W.N. (2012). Perceived Frequency of Peer-Assisted Learning in the Laboratory and Collegiate Clinical Settings. Journal of Athletic Training, 47(2), 212-220. https://doi.org/10.4085/1062-6050-47.2.212 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/202313
dc.description.abstract Athletic training professional preparation has been evolving rapidly over the past 15 years. It has progressed away from loosely structured internship routes to highly structured accredited programs. Standards established for these accredited programs place much emphasis on the quality of clinical education, including the vast array of associated clinical skills. Consequently, clinical instructors (CIs), who are operationally defined in this study as Approved Clinical Instructors (ACIs) or CIs, and athletic training students have greater responsibilities for teaching or learning and for mastering clinical skills. Certainly, CIs already are encountering substantial role strain as they balance patient care and student education. A particular clinical education standard from the Commission on Accreditation of Athletic Training Education (CAATE) entails carefully scrutinizing the number of weekly clinical hours in which students are engaged in formal clinical experiences. The limited number of hours that this standard implies challenges athletic training education programs (ATEPs) to maximize the clinical learning opportunities of their students. One approach for maximizing clinical learning is to encourage peer-assisted learning (PAL) to supplement the role of the CI. Peer-assisted learning is conceptualized in the literature as a multifaceted model of student interactions in which multiple peers benefit mutually from the exchange. In general, PAL is the act or process of gaining knowledge, understanding, or skill in athletic training from students who are at different or equivalent academic or experiential levels. International scholars have identified several different categories or strategies that embody PAL, including peer teaching, peer learning, peer modeling, and peer assessment and feedback.4 Other scholars have described the use of peer mentoring and support, peer leadership, and peer coaching and collaboration in nursing and physical therapy programs. We focused specifically on peer modeling, peer assessment and feedback, and peer mentoring as defined in Table 1. en_US
dc.relation.isversionof https://doi.org/10.4085/1062-6050-47.2.212 en_US
dc.subject peer teaching en_US
dc.subject clinical education en_US
dc.title Perceived Frequency of Peer-Assisted Learning in the Laboratory and Collegiate Clinical Settings en_US
dc.type Article en_US


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