References
What value does peer-assisted learning have in the training of student paramedics?
Abstract
Peer-assisted learning is now being recognised as an effective learning strategy to support the development of health professionals. Furthermore, adopting coaching style dialogue and conversation enhances learning and development for both the coach and coachee and, in this instance, for year 1 and year 3 student paramedics. This article describes how the implementation of peer-assisted learning into the classroom setting can help to support student paramedics in the development of their own clinical skills and knowledge. It describes broadly the evaluation findings of a session whereby year 3 student paramedics coached year 1 student paramedics to further develop a range of clinical skills through demonstration and discussion. A summary overview of the findings reflects the multiple benefits of this innovative approach to facilitate learning, including a notable increase in professional knowledge and skills for both groups of students.
In the UK, the newly qualified paramedic (NQP) role is emerging. The Health and Care Professions Council (HCPC) has clarified within the paramedics Standards of Proficiency that ‘registrants must understand the importance of participation in training, supervision and mentoring’ (HCPC, 2014). Having an understanding of how enhanced coaching skills can further support the development of colleagues and students is now an expected skill for the qualified clinician to have. This is demonstrated by the varied mentorship approaches within the prehospital arena.
Developments towards conducive and effective learning environments for students studying at higher education institutions (HEIs) is ongoing, with new techniques emerging and progression in the use of technology. Some techniques, although not new, are being developed further and identified as valuable for student learning. An example of this is peer-assisted learning, where students learn from others engaged in different clinical backgrounds (interprofessional) and also, where students from the same clinical area seek learning from each other (uniprofessional) (Williams and Reddy, 2016).
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