Examining differences between P1 versus P2 students as teaching assistants in a P1 skills-based course

Document Type

Article

Publication Title

Currents in Pharmacy Teaching and Learning

Department

Mathematics

ISSN

1877-1297

Volume

9

Issue

4

DOI

10.1016/j.cptl.2017.03.025

First Page

537

Last Page

542

Publication Date

7-1-2017

Abstract

Introduction The purpose of this study was to assess differences between the use of first-year (P1; “peer”) versus second-year (P2; “near-peer”) students as teaching assistants (TA) in a first-year, skills-based course. Methods The practicum course assesses competence in the provision of screening services and patient counseling. TAs review weekly material followed by a one-on-one assessment of each student using a grading rubric. Both qualitative and quantitative data were analyzed to determine if there was a difference in performance between the peer and near-peer teaching assistants. Results Sixteen peer and 33 near-peer TAs were evaluated by 210 students for six different skill assessments in practicum. There was no significant difference between peer and near-peer TAs in both student perception of TA performance and in TA grading of student performance. Conclusions There is no difference in the use of peer versus near-peer TAs in evaluating first-year pharmacy students in the skills-based course. Using peer TAs over near-peer TAs can be useful when faced with scheduling and other resource conflicts.

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