Becoming a physiotherapist - a qualitative study exploring students’ perspectives on peer assisted learning in physiotherapy education

• Published in: Physiotherapy theory and practice Vol. 40; no. 11; pp. 2604 - 2616
• Main Authors: Christensen, Lene, Hilde, Gunvor, Eik, Hedda
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis Ltd 01.11.2024
• Subjects: Adult; College students; Emotional support; Female; Focus Groups; Higher education; Humans; Instructional scaffolding; Interviews; Learning; Male; Peer Group; Peers; Physical therapists; Physical Therapists - education; Physical Therapists - psychology; Physical therapy; Physical Therapy Specialty - education; Physiotherapy; Qualitative Research; Role models; Students; Students, Health Occupations - psychology; Teaching; Young Adult; peer assisted learning study groups; undergraduate physiotherapy training; Peer assisted learning; physiotherapy
• ISSN: 0959-3985; 1532-5040; 1532-5040
• DOI: 10.1080/09593985.2023.2284169

Peer assisted learning (PAL) has become increasingly popular in higher education, and a range of benefits have been reported for students. However, there is scant knowledge on PAL study groups in physiotherapy undergraduate training. This study aimed to generate in-depth knowledge about the experiences of PAL study groups from the perspective of physiotherapy students. We conducted focus group interviews with 15 first-semester students who had attended PAL study groups, and 8 third-semester students who had been PAL leaders. The interviews were analyzed using an inductive, thematic analysis. Four main themes were generated: 1) An overwhelming transition - Eased by PAL study groups; 2) The significant role model - Creating safe learning environments; 3) Building a bridge between theory and practice through scaffolding; and 4) Time to mature and filtered knowledge. Overall, we found that PAL study groups formed an important community of practice, and that the PAL leaders became important role models, providing academic, social, and emotional support. Students learning from students in PAL study groups seemed beneficial to bridge theory and practice. Our findings support the implementation of PAL study groups as a supplement to formal teaching and suggest that PAL aids students' transition to the university environment.