Educational Strategy
Peer Led Team Learning in a Foundational IPE Curriculum
Authors:
Laura Romito ,
Indiana University School of Dentistry, US
Brittany J Daulton,
Indiana University, US
About Brittany
NA
Brittany J Daulton,
Indiana University, US
About Brittany
NA
Cynthia Stone,
Indiana University, US
About Cynthia
NA
Andrea L Pfeifle
Indiana University, US
About Andrea
na
Abstract
BACKGROUND The Peer Led Team Learning (PLTL) instructional model utilizes Peer Leaders, advanced students who mentor and guide student teams to collaborate on applied course concepts. PURPOSE To apply a modified PLTL model in the university’s foundational, longitudinal, competency-based interprofessional education (IPE) curriculum. METHODS Twelve Peer Leaders were selected, trained, and deployed as facilitators for interprofessional teams of students during the IPE curriculum’s first three large-scale learning events. Peer Leaders completed an evaluation of training, a facilitation skills survey, and participated in a semi-structured focus group interview process. RESULTS After participating in the PLTL program, Peer Leaders reported increased confidence in their interprofessional knowledge and facilitation skills. The primary challenge for Peer Leaders in facilitating teams was lack of student engagement (n=7, 58%). CONCLUSION PLTL is a feasible model for IPE settings. It has the potential to both increase facilitator capacity in interprofessional learning activities and have a positive impact on Peer Leaders.
How to Cite:
Romito, L., Daulton, B.J., Daulton, B.J., Stone, C. and Pfeifle, A.L., 2020. Peer Led Team Learning in a Foundational IPE Curriculum. Health, Interprofessional Practice and Education, 4(1), p.eP2126. DOI: http://doi.org/10.7710/2641-1148.2126
Published on
18 Sep 2020.
Peer Reviewed
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