Introducing Case-Based Peer-Assisted Learning in a Professional Course

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  • Source:
    Journal of University Teaching and Learning Practice, v11 n2 Article 4 2014. 17 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1040742
      University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
    • Peer Reviewed:
      Y
    • ISSN:
      1449-9789
    • Subject Terms:
    • Subject Terms:
    • Keyword:
      Australia
    • Abstract:
      This paper describes students' experience of participating in a case-based peer-assisted learning (PAL) program in order to examine whether the approach is pedagogically effective and likely to contribute to students' professional development. It presents the findings of a study which examined the integration of PAL and case-based learning (CBL) in a multidisciplinary radiologic biology unit as part of an undergraduate degree program in Radiography and Medical Imaging. The study indicated the value of students working together in small groups to prepare and offer a case-based tutorial for their peers, with the cases offering a focus for their research and teaching in the multidisciplinary context. Working in groups and peer teaching were the most beneficial aspects of the program for enhancing student learning. The program involved three episodes of peer assessment (assessing teaching, assessing learning and assessing contributions to group work), with the first of these contributing most to the program, though further development and exploration of the latter two aspects are needed. The integration of PAL with CBL provided a "real world" context for teaching and learning. Students recognised that interacting with peers would be an important aspect of their professional lives and that the program offered them opportunities to prepare for this. Implementation and evaluation of this approach with other groups of students in vocational and non-vocational courses would determine its broader pedagogical effectiveness.
    • Abstract:
      As Provided
    • Number of References:
      36
    • Physical Description:
      17
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      APR2018
    • Publication Date:
      2014
    • Accession Number:
      EJ1040742
  • Citations
    • ABNT:
      HODGSON, Y.; BRACK, C.; BENSON, R. Introducing Case-Based Peer-Assisted Learning in a Professional Course. Journal of University Teaching and Learning Practice, [s. l.], v. 11, n. 2, 2014. Disponível em: . Acesso em: 23 ago. 2019.
    • AMA:
      Hodgson Y, Brack C, Benson R. Introducing Case-Based Peer-Assisted Learning in a Professional Course. Journal of University Teaching and Learning Practice. 2014;11(2). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1040742&custid=s8280428. Accessed August 23, 2019.
    • APA:
      Hodgson, Y., Brack, C., & Benson, R. (2014). Introducing Case-Based Peer-Assisted Learning in a Professional Course. Journal of University Teaching and Learning Practice, 11(2). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1040742&custid=s8280428
    • Chicago/Turabian: Author-Date:
      Hodgson, Yvonne, Charlotte Brack, and Robyn Benson. 2014. “Introducing Case-Based Peer-Assisted Learning in a Professional Course.” Journal of University Teaching and Learning Practice 11 (2). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1040742&custid=s8280428.
    • Harvard:
      Hodgson, Y., Brack, C. and Benson, R. (2014) ‘Introducing Case-Based Peer-Assisted Learning in a Professional Course’, Journal of University Teaching and Learning Practice, 11(2). Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1040742&custid=s8280428 (Accessed: 23 August 2019).
    • Harvard: Australian:
      Hodgson, Y, Brack, C & Benson, R 2014, ‘Introducing Case-Based Peer-Assisted Learning in a Professional Course’, Journal of University Teaching and Learning Practice, vol. 11, no. 2, viewed 23 August 2019, .
    • MLA:
      Hodgson, Yvonne, et al. “Introducing Case-Based Peer-Assisted Learning in a Professional Course.” Journal of University Teaching and Learning Practice, vol. 11, no. 2, Jan. 2014. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1040742&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Hodgson, Yvonne, Charlotte Brack, and Robyn Benson. “Introducing Case-Based Peer-Assisted Learning in a Professional Course.” Journal of University Teaching and Learning Practice 11, no. 2 (January 1, 2014). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1040742&custid=s8280428.
    • Vancouver/ICMJE:
      Hodgson Y, Brack C, Benson R. Introducing Case-Based Peer-Assisted Learning in a Professional Course. Journal of University Teaching and Learning Practice [Internet]. 2014 Jan 1 [cited 2019 Aug 23];11(2). Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1040742&custid=s8280428