Complementary Teaching Strategies Anchored in the Peer-Assisted Learning Model

Abstract

Peer learning often happens naturally in athletic training education. Deliberate use of evidence-based learning models and strategies related to peer learning could make the peer work more effective. To describe the approach to learning in the athletic training classroom, using the peer-assisted learning model, reciprocal teaching style, and structured peer feedback, that may improve student progress toward learning outcomes. The 3 complementary strategies have been described independently in the athletic training literature as well as in other health care curricula. The positive findings related to student learning continues to support the use of these pedagogic practices; however, they have not been explored as a collective way to design a course that includes a multitude of cognitive and psychomotor competencies. The reciprocal teaching style and structured peer feedback complement the peer-assisted learning model, offering a familiar didactic environment to address learning outcomes. Two therapeutic modalities courses were taught using the peer-assisted learning model with the use of reciprocal teaching style to encourage the expected student roles and behaviors. Structured peer feedback offered opportunities for increased student socialization and focus on improving clinical skills through low-stakes interactions. The integration of reciprocal teaching style and structured peer feedback within the peer-assisted learning model may allow students to deliberately interact with each other and progress through course content and application. Through purposeful course design, athletic training educators may foster a classroom environment (lecture and lab) that focuses students on practicing skills and reinforcing correct technique through productive and constant communication.