Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students

2008 ◽  
Vol 1 (5) ◽  
pp. 199-206 ◽  
Author(s):  
James W. Youdas ◽  
Brianna L. Hoffarth ◽  
Scott R. Kohlwey ◽  
Christine M. Kramer ◽  
Jaime L. Petro
Keyword(s):  
Physical Therapy ◽  
Gross Anatomy ◽  
Peer Teaching ◽  
Physical Therapy Students ◽  
Human Gross Anatomy ◽  
Teachers And Students ◽  
Peer Teachers

scholarly journals Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

2014 ◽  
Vol 11 ◽  
pp. 1 ◽  
Author(s):  
Beven Livingston ◽  
Mary Lundy ◽  
Shana Harrington
Keyword(s):  
Academic Performance ◽  
Physical Therapy ◽  
Student Assessment ◽  
Gross Anatomy ◽  
Assessment Instrument ◽  
Physical Therapy Students ◽  
Positive Experience ◽  
Team Based Learning ◽  
Gross Anatomy Course ◽  
Successful Academic

Purpose: The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI). Methods: The TBL-SAI was administered to 85 Doctor of Physical Therapy (DPT) students, comprising three cohorts (classes of 2013, 2014 and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: Students' Perceptions of Accountability, Preference for Lecture or TBL, and Student Satisfaction. Results: The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean = 37.97, 95% CI [35.67, 40.26]) reported significantly higher satisfaction than that of the 2013 group (mean = 32.71, 95% CI [30.31, 35.05]) and the 2014 group (mean = 33.11, 95% CI [30.69, 35.53]). The 2015 group (mean = 125.3, 95% CI [120.6, 130.3]) also had a significantly higher total score than that of the 2013 group (mean = 115.6, 95% CI [110.5, 120.5]).Conclusion: The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

Interprofessional peer teaching: The value of a pharmacy student-led pharmacology course for physical therapy students

2020 ◽  
Vol 12 (10) ◽  
pp. 1252-1257
Author(s):  
Stephanie Hsia ◽  
Dan N. Tran ◽  
Ryan Beechinor ◽  
Alice Gahbauer ◽  
Amber Fitzsimmons ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Peer Teaching ◽  
Pharmacy Student ◽  
Physical Therapy Students

scholarly journals Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

2015 ◽  
Vol 79 (10) ◽  
pp. 155 ◽  
Author(s):  
Cheryl A. Sadowski ◽  
Johnson Ching-hong Li ◽  
Darren Pasay ◽  
C. Allyson Jones
Keyword(s):  
Physical Therapy ◽  
Peer Teaching ◽  
Physical Therapy Students
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