Review ArticlePeer teaching as an educational tool in Pharmacy schools; fruitful or futile
Section snippets
Background
Recently, peer-assisted learning (PAL) has become an increasingly important part of different health care undergraduate educational programs, and it is being globally used in a variety of contexts and disciplines due to its reported cognitive, pedagogical, attitudinal, social, and economic benefits.1., 2., 3., 4., 5.
Peer assisted learning is not a single, undifferentiated educational strategy; it is an umbrella term incorporating various cooperative and collaborative educational approaches with
Methods
Review objectives were established along with the selection criteria and search method. An Electronic search was conducted to locate research articles related to this topic in academic peer reviewed journals between January 2000 and June 2016. Several databases were utilized in the search: PubMed, ScienceDirect, Web of Knowledge, and ERIC. Web search engines were also utilized, including Google and Bing.
Results
The study selection process is depicted in Fig. 1. Title and abstract screening identified 14 possibly eligible articles. After full-text reading of the retrieved articles, eight articles were excluded13., 25., 26., 27., 28., 29., 30., 31. because they did not meet our set criteria. The remaining six papers14., 15., 16., 17., 18., 19. that satisfied the choice criteria were included irrespective of their quality. To simplify comparisons, the collected data categories for each PT program were
Implications
Pharmacy practitioners are expected to be lifelong learners.15 They are expected to supervise, teach, assess, and offer feedback to colleagues and in some cases, contribute to the teaching of pharmacy students. PT is considered as a collaborative learning method that may contribute positively to students learning.32 Involvement of students in PT activities helps them develop their competency skills and knowledge.9 In addition, it enhances students’ confidence and intrinsic motivation and
Disclosure statement
The author declares that there are no relevant material financial interests that relate to the submitted review paper. This research did not receive any funding from agencies in the public, commercial, or not-for-profit sectors.
References (36)
Peer Education: the untapped potential
J Appl Dev Psychol.
(1984)- et al.
Interprofessional peer teaching of pharmacy and physical therapy students
Am J Pharm Educ.
(2015) - et al.
peer-to-peer interprofessional health policy education for medicare part D
Am J Pharm Educ.
(2010) - et al.
Student-peer mentoring on a drug information response
Am J Pharm Educ.
(2014) - et al.
Elective course in nutrition taught by a pharmacy student
Am J Pharm Educ.
(2007) - et al.
A leadership elective course developed and taught by graduate students
Am J Pharm Educ.
(2013) The effectiveness of peer tutoring in further and higher education: a typology and review of the literature
High Educ.
(1996)Advantages and disadvantages of peer-assisted learning strategies
Peer assessment between students in college and university
Rev Educ Res.
(1998)- et al.
Dimensions and psychology of peer teaching in medical education
Med Teach.
(2007)