Learning by leading: A qualitative inquiry into the perceived academic, personal, and professional development of PAL study group leaders in physiotherapy education.
Background: Peer assisted learning (PAL), where student leaders facilitate their peers' learning, is prevalent in higher education. However, PAL leaders' development in physiotherapy education and their role perceptions relating to their future professional practice are understudied. Purpose: We aim...
| Published in: | Physiotherapy Theory & Practice Vol. 41; no. 5; pp. 1022 - 1035 |
|---|---|
| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
| Published: |
Taylor & Francis Ltd
May2025
|
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184921530&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184921530 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09593985 BCJ jtl: Physiotherapy Theory & Practice issn: 09593985 maglogo: Y pubinfo: dt: May2025 vid: 41 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 184921530 179252163 184921530 184921530 10.1080/09593985.2024.2393206 184921530 ppf: 1022 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Learning by leading: A qualitative inquiry into the perceived academic, personal, and professional development of PAL study group leaders in physiotherapy education. aug: au: Christensen, Lene Hilde, Gunvor Eik, Hedda affil: Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway sug: subj: Students, Physical Therapy Psychosocial Factors Education, Physical Therapy Psychosocial Factors Learning Methods Peer Group Leaders Personal Growth Professional Development Physical Therapy Practice Academic Achievement Student Attitudes Human Norway Funding Source Male Female Adolescence Adult Qualitative Studies Focus Groups Interviews Descriptive Statistics Thematic Analysis Student Knowledge Experiential Learning Adolescent: 13-18 years Adult: 19-44 years Male Female ab: Background: Peer assisted learning (PAL), where student leaders facilitate their peers' learning, is prevalent in higher education. However, PAL leaders' development in physiotherapy education and their role perceptions relating to their future professional practice are understudied. Purpose: We aimed to understand how PAL leaders in physiotherapy education perceive their own academic learning and personal development, and how they view their experiences as PAL leaders in relation to future physiotherapy practice. Methods: Focus group interviews were used to collect qualitative data from third-semester students who had been PAL leaders (n = 19). Data were analyzed using a reflexive, thematic analysis. Results: Three main themes were generated: "Being a PAL leader consolidates knowledge and facilitates new learning," "Personal growth through experiential learning outside the comfort zone within a community of practice," and "Learning by leading – transferability of being a PAL leader to future physiotherapy practice." Conclusion: Overall, physiotherapy students leading PAL study groups demonstrated academic, personal, and professional growth via experiential learning in a community of practice. They developed skills likely transferable into their future physiotherapy roles. Our findings propose PAL study groups as an arena for PAL leaders to practice complex physiotherapy competences, positioning PAL study groups as valuable preclinical practice for physiotherapy students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Unknown language: English refInfo: holdings: @attributes: islocal: N |
|---|