There are many forms of Peer Assisted Learning (PAL). There are well-established theoretical models as to why PAL is proven to be effective across educational sectors. To maximise gains from PAL careful consideration needs to be given to the roles of peers. Evidence suggests that PAL projects with clearly defined roles for interaction result in strongest outcomes. Effect Sizes (ES) from meta-analyses of peer assisted learning indicate ES of between 0.25-0.50. Outcomes can be social and emotional as well as academic. PAL generally requires adaptation of existing resources and can be cost-effective to implement compared to other educational developments.
|Title of host publication||Evidence-based Education in the Health Professions: Promoting best practice in the learning and teaching of students|
|Place of Publication||London|
|Number of pages||23|
|Publication status||Published - Feb 2015|
Bibliographical noteChapter 19
- peer, learning, health, work, effectiveness, theory, organisation
Thurston, A. (2015). Peer assisted learning in health education. In Evidence-based Education in the Health Professions: Promoting best practice in the learning and teaching of students (pp. 251-274). Radcliffe. http://www.radcliffehealth.com/shop/evidence-based-education-health-professions