چکیده (انگلیسی):

Question: What is the efficacy and acceptability of a peer-assisted learning model compared with a
traditional model for paired students in physiotherapy clinical education? Design: Prospective, assessorblinded,
randomised crossover trial. Participants: Twenty-four physiotherapy students in the third year
of a 4-year undergraduate degree. Intervention: Participants each completed 5 weeks of clinical
placement, utilising a peer-assisted learning model (a standardised series of learning activities
undertaken by student pairs and educators to facilitate peer interaction using guided strategies) and a
traditionalmodel (usual clinical supervision and learning activities led by clinical educators supervising
pairs of students). Outcome measures: The primary outcome measure was student performance, rated
on the Assessment of Physiotherapy Practice by a blinded assessor, the supervising clinical educator and
by the student in self-assessment. Secondary outcome measures were satisfaction with the teaching and
learning experience measured via survey, and statistics on services delivered. Results: There were no
significant between-group differences in Assessment of Physiotherapy Practice scores as rated by the
blinded assessor (p = 0.43), the supervising clinical educator (p = 0.94) or the students (p = 0.99). In peerassisted
learning, clinical educators had an extra 6 minutes/day available for non-student-related quality
activities (95% CI 1 to 10) and students received an additional 0.33 entries/day of written feedback from
their educator (95% CI 0.06 to 0.61). Clinical educator satisfaction and student satisfaction were higher
with the traditional model. Conclusion: The peer-assisted learning model trialled in the present study
produced similar student performance outcomes when compared with a traditional approach. Peerassisted
learning provided some benefits to educator workload and student feedback, but both educators
and students weremore satisfiedwith the traditional model. Trial registration: ACTRN12610000859088.
[Sevenhuysen S, Skinner EH, Farlie MK, Raitman L, Nickson W, Keating JL,Maloney S, Molloy E, Haines
TP (2014) Educators and students prefer traditional clinical education to a peer-assisted learning
model, despite similar student performance outcomes: a randomised trial. Journal of Physiotherapy