Henning Jolene M, Weidner Thomas G, Jones James
University of North Carolina at Greensboro, Greensboro, NC 27402, USA.
J Athl Train. 2006 Jan-Mar;41(1):102-8.
Athletic training educators often anecdotally suggest that athletic training students enhance their learning by teaching their peers. However, peer-assisted learning (PAL) has not been examined within athletic training education in order to provide evidence for its current use or as a pedagogic tool.
To describe the prevalence of PAL in athletic training clinical education and to identify students' perceptions of PAL.
Descriptive.
"The Athletic Training Student Seminar" at the National Athletic Trainers' Association 2002 Annual Meeting and Clinical Symposia.
A convenience sample of 138 entry-level male and female athletic training students.
MAIN OUTCOME MEASURE(S): Students' perceptions regarding the prevalence and benefits of and preferences for PAL were measured using the Athletic Training Peer-Assisted Learning Assessment Survey. The Survey is a self-report tool with 4 items regarding the prevalence of PAL and 7 items regarding perceived benefits and preferences.
A total of 66% of participants practiced a moderate to large amount of their clinical skills with other athletic training students. Sixty percent of students reported feeling less anxious when performing clinical skills on patients in front of other athletic training students than in front of their clinical instructors. Chi-square analysis revealed that 91% of students enrolled in Commission on Accreditation of Allied Health Education Programs-accredited athletic training education programs learned a minimal to small amount of clinical skills from their peers compared with 65% of students in Joint Review Committee on Educational Programs in Athletic Training-candidacy schools (chi2(3) = 14.57, P < .01). Multiple analysis of variance revealed significant interactions between sex and academic level on several items regarding benefits and preferences.
According to athletic training students, PAL is occurring in the athletic training clinical setting. Entry-level students are utilizing their peers as resources for practicing clinical skills and report benefiting from the collaboration. Educators should consider deliberately integrating PAL into athletic training education programs to enhance student learning and collaboration.
运动训练教育工作者常常凭经验指出，运动训练专业的学生通过教同伴来提高学习效果。然而，同伴辅助学习（PAL）在运动训练教育中尚未得到研究，无法为其当前的应用提供证据，也未被当作一种教学工具。
描述同伴辅助学习在运动训练临床教育中的普及程度，并确定学生对同伴辅助学习的看法。
描述性研究。
2002年国家运动训练师协会年会及临床研讨会的“运动训练学生研讨会”。
138名入门级男女运动训练专业学生的便利样本。
使用运动训练同伴辅助学习评估调查来衡量学生对同伴辅助学习的普及程度、益处及偏好的看法。该调查是一种自我报告工具，有4项关于同伴辅助学习普及程度的问题，以及7项关于感知到的益处和偏好的问题。
共有66%的参与者与其他运动训练专业学生一起进行了大量或中等程度的临床技能练习。60%的学生表示，在其他运动训练专业学生面前对患者进行临床技能操作时，比在临床教师面前感觉焦虑更少。卡方分析显示，在联合健康教育计划认证委员会认证的运动训练教育项目中，91%的学生从同伴那里学到的临床技能很少或较少，相比之下，在运动训练教育项目评审联合委员会候选学校中这一比例为65%（χ²(3)=14.57，P<.01）。多因素方差分析显示，在关于益处和偏好的几个项目上，性别和学术水平之间存在显著交互作用。
根据运动训练专业学生的说法，同伴辅助学习在运动训练临床环境中正在发生。入门级学生将同伴作为练习临床技能的资源，并报告称从合作中受益。教育工作者应考虑将同伴辅助学习有意地纳入运动训练教育项目，以提高学生的学习和合作能力。
