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

• Published in: Currents in pharmacy teaching and learning 2017-07, Vol.9 (4), p.537-542
• Main Authors: Galal, Suzanne M., Mayberry, John K., Wang, Anita, Tran, Thao
• Format: Article
• Language: English
• Subjects: Active learning; Peer assessment; Skills based laboratory; Team-based learning
• ISSN: 1877-1297; 1877-1300
• DOI: 10.1016/j.cptl.2017.03.025

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. 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. 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. 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.