Please use this identifier to cite or link to this item: http://hdl.handle.net/10299/313
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dc.contributor.authorKapelus, Gary-
dc.date.accessioned2013-09-30T13:09:06Z-
dc.date.available2013-09-30T13:09:06Z-
dc.date.issued2013-09-30-
dc.identifier.urihttp://hdl.handle.net/10299/313-
dc.descriptionAcademic poster in .pdf formaten
dc.description.abstractStudy set out to explore the benefits and challenges perceived by students acting as peer teachers for students of other healthcare professions and to determine if this form of student experience advances interprofessional engagement and learning. 36 senior students, from four healthcare professions (Dental Hygiene, Denturism, Fitness & Lifestyle Management, and Hearing Instrument Specialist) volunteered to teach individuals and groups of students of another profession in one of four peer-assisted learning scenarios. We learned that students enjoyed and benefited from their volunteer interprofessional peer teaching experiences. They reported opportunities to improve their own teaching and communication skills and to learn more about the students and profession that they were teaching. Students confirmed that interprofessional peer teaching provides a relevant and effective vehicle for interprofessional engagement and learning. *The author gratefully acknowledges the assistance of Stephanie Clar (Student Research Assistant) and Dr Sherry Espin, Ryerson University (Project Advisor)en
dc.description.sponsorshipresearch funding provided by the Office of Applied Research, George Brown Collegeen
dc.language.isoenen
dc.subjectPeer Assisted Learningen
dc.subjectInterprofessionalen
dc.titleInvestigating the Peer Teaching Role in Interprofessional Peer-Assisted Learningen
dc.typePresentationen
Appears in Collections:Interprofessional Education

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