Peer assisted learning in health education.

    Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

    Abstract

    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.
    Original languageEnglish
    Title of host publicationEvidence-based Education in the Health Professions: Promoting best practice in the learning and teaching of students
    Place of PublicationLondon
    PublisherRadcliffe
    Pages251-274
    Number of pages23
    ISBN (Print) 9781909368712
    Publication statusPublished - Feb 2015

    Bibliographical note

    Chapter 19

    Keywords

    • peer, learning, health, work, effectiveness, theory, organisation

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  • Cite this

    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