title: Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study.
abstract: OBJECTIVE
  What are the experiences of students and clinical educators in a paired student placement model incorporating facilitated peer-assisted learning (PAL) activities, compared to a traditional paired teaching approach?
  
  
  METHODS
  Qualitative study utilising focus groups.
  
  
  METHODS
  Twenty-four physiotherapy students and 12 clinical educators.
  
  
  METHODS
  Participants in this study had experienced two models of physiotherapy clinical undergraduate education: a traditional paired model (usual clinical supervision and learning activities led by clinical educators supervising pairs of students) and a PAL model (a standardised series of learning activities undertaken by student pairs and clinical educators to facilitate peer interaction using guided strategies).
  
  
  RESULTS
  Peer-assisted learning appears to reduce the students' anxiety, enhance their sense of safety in the learning environment, reduce educator burden, maximise the use of downtime, and build professional skills including collaboration and feedback. While PAL adds to the clinical learning experience, it is not considered to be a substitute for observation of the clinical educator, expert feedback and guidance, or hands-on immersive learning activities. Cohesion of the student-student relationship was seen as an enabler of successful PAL.
  
  
  CONCLUSIONS
  Students and educators perceive that PAL can help to position students as active learners through reduced dependence on the clinical educator, heightened roles in observing practice, and making and communicating evaluative judgments about quality of practice. The role of the clinical educator is not diminished with PAL, but rather is central in designing flexible and meaningful peer-based experiences and in balancing PAL with independent learning opportunities.
  
  
  BACKGROUND
  ACTRN12610000859088. [Sevenhuysen S, Farlie MK, Keating JL, Haines TP, Molloy E (2015) Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study.Journal of Physiotherapy61: 87-92].
authors: Allied Health.
authors: Samantha
authors: S
authors: Sevenhuysen
authors: Allied Health Research Unit, Monash Health.
authors: Melanie K
authors: MK
authors: Farlie
authors: Faculty of Medicine, Nursing and Health Sciences.
authors: Jennifer L
authors: JL
authors: Keating
authors: Allied Health Research Unit, Monash Health.
authors: Terry P
authors: TP
authors: Haines
authors: Health Professions Education and Educational Research Unit, Monash University, Melbourne, Australia.
authors: Elizabeth
authors: E
authors: Molloy
mesh_terms: D000293:Adolescent; D000328:Adult; D002983:Clinical Competence; D005260:Female; D006801:Humans; D008297:Male; D010379:Peer Group; D026761:Physical Therapy Specialty / Q000193:education*; D036301:Qualitative Research; D013334:Students; D055815:Young Adult
keywords: Education; Learning; Professional; Students