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Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning

机译：面向卫生专业学生的同伴教师培训（PTT）计划：专业间和翻转学习

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The need for developing healthcare professional students’ peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory. In 2016, an interprofessional team of academics from across three healthcare faculties: Medicine, Pharmacy and Health Sciences, developed and implemented a six module, flipped learning, interprofessional PTT program. Pre- and post questionnaires, using a Likert scale of 1–5, as well as open ended questions, were distributed to students. Descriptive statistics were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data. Ninety senior students from across the three faculties participated. Eighty nine percent of participants completed a pre- and post-course questionnaire. Students felt the required pre-class preparation, including online pre-reading, discussion board, videos, and teaching activities enhanced their face-to-face learning experience. In class, students valued the small-group activities, and the opportunities to practice their teaching skills with provision of feedback. Students reported increased confidence to plan and deliver peer teaching activities, and an increased awareness of the roles and responsibilities of health professionals outside of their own discipline, and use of different terminology and communication methods. Students’ suggestions for improving the PTT, included; less large group teaching; more online delivery of theory; and inclusion of a wider range of health professional disciplines. The PTT program provided a theoretically informed framework where students could develop and practice their teaching skills, helping to shape students’ professional values as they assume peer teaching responsibilities and move towards healthcare practice. The flipped learning, interprofessional format was successful in developing students’ skills, competence and confidence in teaching, assessment, communication and feedback. Importantly, participation increased students’ awareness and understanding of the various roles of health professionals.
机译：发展保健专业学生的同伴教学技能的需求已得到广泛认可，并且先前已报道了许多基于学科的同伴老师培训计划。但是，关于健康专业的学生同伴教学技能计划应包含哪些内容以及相关的好处和挑战的共识，以前并未得到描述。这项研究的目的是演示使用跨学科同行教师培训（PTT）计划的设计和实施，并使用基于经验的学习（ExBL）理论来探索成果和参与者的看法。 2016年，来自医疗，药学和健康科学三个医疗学院的跨专业学术团队开发并实施了六个模块，翻转学习，跨专业的PTT计划。向学生分发了使用李克特量表（1-5）的前后问卷以及开放式问题。描述性统计用于分析定量数据，主题分析用于定性数据。来自三个系的九十名高年级学生参加了会议。 89％的参与者填写了课前和课后问卷。学生们感觉到所需的课前准备，包括在线预读，讨论区，视频和教学活动，增强了他们的面对面学习体验。在课堂上，学生们重视小组活动，并重视通过反馈提供的实践技能的机会。学生们报告说，他们对计划和开展同伴教学活动的信心增强，对自己专业以外的卫生专业人员的作用和责任的认识也有所提高，并使用了不同的术语和交流方法。学生提出的改善PTT的建议，包括;小组教学较少;更多在线提供理论;并纳入更广泛的卫生专业学科。 PTT计划提供了一个理论上可行的框架，学生可以在其中发展和练习他们的教学技能，帮助他们在承担同伴教学责任并迈向医疗保健实践时树立他们的专业价值观。翻转的，跨专业的学习形式成功地发展了学生的技能，能力和对教学，评估，沟通和反馈的信心。重要的是，参与提高了学生对卫生专业人员各种角色的认识和理解。

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