Am J Pharm Educ. 2024 Apr 5:100695. doi: 10.1016/j.ajpe.2024.100695. Online ahead of print.
ABSTRACT
OBJECTIVE: To assess the perception of students, faculty, and previous lab coaches on a near-peer teaching model integrated into a skills-based laboratory.
METHODS: As part of a longitudinal near-peer teaching experience, third professional year students are utilized as lab coaches in a skills-based laboratory course. Lab coaches deliver lectures, provide feedback, facilitate activities, and assist with class preparation spanning two semesters for first and second professional year students. Students enrolled in the courses received an anonymous 12 question survey to assess comfort and helpfulness of feedback when working with a lab coach and faculty during the 2021-2022 academic year. Statistical analysis was conducted using descriptive and inferential statistics for survey questions, and thematic analysis for open-ended responses. Semi-structured interviews of previous lab coaches and faculty were conducted, and thematic analysis was utilized for the responses.
RESULTS: The student survey had an 81.4% response rate (n=114). Students were significantly more comfortable working with and asking questions to a lab coach than a faculty instructor (mean [SD] of 4.78 [0.66] vs 4.44 [0.75]). Nine (75%) previous lab coaches, and six (43%) faculty members were also interviewed. A total of six themes regarding perceptions of the lab coach position emerged: positive impact on personal and professional development; relationship building; rewarding experience recommended to others; robust teaching experience; struggles and challenges faced by both faculty and lab coaches; appreciation of the position by faculty.
CONCLUSION: Implementing near-peer teachers into a pharmacy skills-based laboratory was very well received by students, previous lab coaches, and faculty.
PMID:38583718 | DOI:10.1016/j.ajpe.2024.100695
