Speech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project
AbstractThe implementation of Peer Assisted Learning (PAL) on healthcare courses in Higher Education has been explored in a number of studies. This paper presents peer research conducted by final year undergraduate Speech & Language Therapy students into the experience of PAL mentees and mentors on the same course. The focus was on the effects of PAL on academic and professional development. Data were generated from standard PAL evluations and focus groups. Findings indicate that mentees benefit from PAL in terms of their university experience and learning. Engagement with PAL results from its structured yet informal nature and the enthusiasm of the mentors. The collaborative nature of PAL took time to develop, impacting on the behaviours of the mentees and mentors. All participants commented on gaining from PAL. Overall PAL offers mentees and mentors opportunities which enhance their academic learning and professional development.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).