Abstract
Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6 % improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5 % following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.
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Moore, C., Westwater-Wood, S. & Kerry, R. Academic performance and perception of learning following a peer coaching teaching and assessment strategy. Adv in Health Sci Educ 21, 121–130 (2016). https://doi.org/10.1007/s10459-015-9618-9
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DOI: https://doi.org/10.1007/s10459-015-9618-9