在一门基于P1技能的课程中，考察担任教学助理的P1学生与P2学生之间的差异。
Examining differences between P1 versus P2 students as teaching assistants in a P1 skills-based course.
作者信息
Galal Suzanne M, Mayberry John K, Wang Anita, Tran Thao
机构信息
University of the Pacific, Thomas J. Long School of Pharmacy and Health Sciences, 3601 Pacific Avenue, Stockton, CA 95211, United States.
University of the Pacific, Department of Mathematics, 3601 Pacific Avenue, Stockton, CA 95211, United States.
出版信息
Curr Pharm Teach Learn. 2017 Jul;9(4):537-542. doi: 10.1016/j.cptl.2017.03.025. Epub 2017 May 30.
INTRODUCTION
The purpose of this study was to assess differences between the use of first-year (P1; "peer") versus second-year (P2; "near-peer") students as teaching assistants (TA) in a first-year, skills-based course.
METHODS
The practicum course assesses competence in the provision of screening services and patient counseling. TAs review weekly material followed by a one-on-one assessment of each student using a grading rubric. Both qualitative and quantitative data were analyzed to determine if there was a difference in performance between the peer and near-peer teaching assistants.
RESULTS
Sixteen peer and 33 near-peer TAs were evaluated by 210 students for six different skill assessments in practicum. There was no significant difference between peer and near-peer TAs in both student perception of TA performance and in TA grading of student performance.
CONCLUSIONS
There is no difference in the use of peer versus near-peer TAs in evaluating first-year pharmacy students in the skills-based course. Using peer TAs over near-peer TAs can be useful when faced with scheduling and other resource conflicts.
引言
本研究的目的是评估在一门基于技能的一年级课程中，使用一年级学生（P1；“同龄人”）与二年级学生（P2；“准同龄人”）作为教学助理（TA）之间的差异。
方法
实践课程评估提供筛查服务和患者咨询的能力。教学助理每周复习材料，然后使用评分标准对每个学生进行一对一评估。对定性和定量数据进行分析，以确定同龄人和准同龄人教学助理在表现上是否存在差异。
结果
16名同龄人和33名准同龄人教学助理接受了210名学生在实践中的六项不同技能评估。在学生对教学助理表现的看法以及教学助理对学生表现的评分方面，同龄人和准同龄人教学助理之间没有显著差异。
结论
在基于技能的课程中评估一年级药学学生时，使用同龄人教学助理与准同龄人教学助理没有差异。当面临日程安排和其他资源冲突时，使用同龄人教学助理而非准同龄人教学助理可能会很有用。
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