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Identifying opportunities for peer-assisted learning in speech language therapy clinical education

Peer-assisted learning (PAL) is a potential approach for clinical education that can reduce the burden of clinical supervision and enhance learning. This study aims to identify opportunities for PAL through investigating how speech language therapy students perceive and already participate in PAL wi...

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Main Authors: Hasherah Mohd Ibrahim,, Nurul Atikah Mohd Shafri,, Tai, Joanna
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2023
Online Access:http://journalarticle.ukm.my/21364/1/55573-201719-2-PB.pdf
http://journalarticle.ukm.my/21364/
https://ejournals.ukm.my/jskm/issue/view/1525
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spelling my-ukm.journal.213642023-03-23T02:40:15Z http://journalarticle.ukm.my/21364/ Identifying opportunities for peer-assisted learning in speech language therapy clinical education Hasherah Mohd Ibrahim, Nurul Atikah Mohd Shafri, Tai, Joanna Peer-assisted learning (PAL) is a potential approach for clinical education that can reduce the burden of clinical supervision and enhance learning. This study aims to identify opportunities for PAL through investigating how speech language therapy students perceive and already participate in PAL within a range of clinical practicum settings. The Speech Sciences students across all years at one institution were invited to participate in a cross-sectional survey that was adapted and revised from Tai et al. (2014). Speech Sciences students reported they applied PAL as part of their learning strategy in their clinical practicums, but still relied on supervisors as the main source of. PAL occurred more frequently in contexts where students already had some clinical experience and spent substantial amounts of time together. Students agreed that PAL enhanced their learning and emphasized a few advantages of PAL, such as having the opportunity to share their ideas, experiences, and knowledge, and providing a positive learning environment without pressure. Confidence to provide information or feedback to peers was cited as a shortcoming in PAL. PAL is a viable teaching approach that can be used in speech-language therapy clinical education program to reduce the supervisory burden. The findings from our study show that PAL is largely self-initiated among speech-language therapy students. However, PAL must be tailored to suit different clinical education year levels and clinical settings to benefit. Case discussion may be one area where scaffolded PAL activities could represent a feasible first step to increasing PAL. Penerbit Universiti Kebangsaan Malaysia 2023-01 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/21364/1/55573-201719-2-PB.pdf Hasherah Mohd Ibrahim, and Nurul Atikah Mohd Shafri, and Tai, Joanna (2023) Identifying opportunities for peer-assisted learning in speech language therapy clinical education. Jurnal Sains Kesihatan Malaysia, 21 (1). pp. 65-73. ISSN 1675-8161 https://ejournals.ukm.my/jskm/issue/view/1525
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Peer-assisted learning (PAL) is a potential approach for clinical education that can reduce the burden of clinical supervision and enhance learning. This study aims to identify opportunities for PAL through investigating how speech language therapy students perceive and already participate in PAL within a range of clinical practicum settings. The Speech Sciences students across all years at one institution were invited to participate in a cross-sectional survey that was adapted and revised from Tai et al. (2014). Speech Sciences students reported they applied PAL as part of their learning strategy in their clinical practicums, but still relied on supervisors as the main source of. PAL occurred more frequently in contexts where students already had some clinical experience and spent substantial amounts of time together. Students agreed that PAL enhanced their learning and emphasized a few advantages of PAL, such as having the opportunity to share their ideas, experiences, and knowledge, and providing a positive learning environment without pressure. Confidence to provide information or feedback to peers was cited as a shortcoming in PAL. PAL is a viable teaching approach that can be used in speech-language therapy clinical education program to reduce the supervisory burden. The findings from our study show that PAL is largely self-initiated among speech-language therapy students. However, PAL must be tailored to suit different clinical education year levels and clinical settings to benefit. Case discussion may be one area where scaffolded PAL activities could represent a feasible first step to increasing PAL.
format Article
author Hasherah Mohd Ibrahim,
Nurul Atikah Mohd Shafri,
Tai, Joanna
spellingShingle Hasherah Mohd Ibrahim,
Nurul Atikah Mohd Shafri,
Tai, Joanna
Identifying opportunities for peer-assisted learning in speech language therapy clinical education
author_facet Hasherah Mohd Ibrahim,
Nurul Atikah Mohd Shafri,
Tai, Joanna
author_sort Hasherah Mohd Ibrahim,
title Identifying opportunities for peer-assisted learning in speech language therapy clinical education
title_short Identifying opportunities for peer-assisted learning in speech language therapy clinical education
title_full Identifying opportunities for peer-assisted learning in speech language therapy clinical education
title_fullStr Identifying opportunities for peer-assisted learning in speech language therapy clinical education
title_full_unstemmed Identifying opportunities for peer-assisted learning in speech language therapy clinical education
title_sort identifying opportunities for peer-assisted learning in speech language therapy clinical education
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2023
url http://journalarticle.ukm.my/21364/1/55573-201719-2-PB.pdf
http://journalarticle.ukm.my/21364/
https://ejournals.ukm.my/jskm/issue/view/1525
_version_ 1761617596292005888
score 13.211869

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