Peer-to-peer learning through research: a case study in delivering a healthcare message

  • Sadaf Ilias
  • Jill Barber Reader in Pharmacy at the University of Manchester
Keywords: Peer Assisted Learning, collaborative learning, student as partners.


This case study describes a recent learning activity involving pharmacy undergraduate students in which a final (fourth) year student trained 21 second year students to administer questionnaires about antibiotic resistance to over 700 student users of a large university building. The aim was to raise awareness of the problem of antibiotic resistance.  The second year students were also trained to correct any misapprehensions held by the questionnaire participants about antibiotic resistance, and to encourage them to become "Antibiotic Guardians". Finally the 22 students analysed the data to give a picture of what the other students understood about antibiotic resistance.  Peer-assisted learning therefore cascaded from a single fourth year student to 21 second year students and then to 700 students from various disciplines and year groups.  The first stage of the cascade was evaluated and the 21 second year students overwhelmingly believed that their knowledge of antibiotic resistance was enhanced.  A follow-up study using the same questionnaire will be used to determine whether the exercise was effective in raising awareness of antibiotic resistance among the body of students surveyed.

Author Biographies

Sadaf Ilias

Sadaf Ilias graduated from the University of Manchester in 2015 with a Master of Pharmacy (2.1 Honours) degree, and is now working as a pre-registration pharmacy student.

Jill Barber, Reader in Pharmacy at the University of Manchester

Jill Barber is a medicinal chemist with a PhD from the University of Cambridge.  She is now a Reader in Pharmacy at the University of Manchester, and is a National Teaching Fellow.

How to Cite
Ilias, S. and Barber, J. (2016) “Peer-to-peer learning through research: a case study in delivering a healthcare message”, Journal of Learning Development in Higher Education. Plymouth, UK, 00. doi: 10.47408/jldhe.v0i0.388.