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首页> 外文期刊>Advances in health sciences education: theory and practice >Academic performance and perception of learning following a peer coaching teaching and assessment strategy
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Academic performance and perception of learning following a peer coaching teaching and assessment strategy

机译：遵循同伴教练教学和评估策略的学习成绩和学习观

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Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6 % improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5 % following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.
机译：同行指导已对学习产生积极影响。具体而言，已经在复杂的医疗保健行业中探索了这些关联。已经提出了一种学习的社会理论作为同伴教练效用的关键组成部分。此外，在同伴教练模型中，评估被认为是重要的推动力。缺乏对模型这些维度的经验支持。量化评估成绩，并探索与集成评估相关的特定同伴教练模型相关的学习态度和信念。一项基于英国高等教育研究所的纵向研究记录了2002年至2012年连续1年级（物理治疗）本科生（n = 560）的评估成绩以及对态度和信念的调查。采用以下方法后，学业成绩提高了6％。同伴教练学习模型。实施综合评估后，这一数字又增加了5％。改善与一个标记带的总体平均增加有关。学生们珍视这一策略，并且从调查数据中发现了与社会学习的重要性有关的主题。同伴教练是一种基于证据的教学策略，可以促进复杂学科领域的学习。该策略以社交学习理论为基础，该理论得到了新生报告的学生态度的支持。

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