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

Abstract

Introduction: 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.

Methods: 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.

Results: 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.

Conclusions: 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.

Keywords: Active learning; Peer assessment; Skills based laboratory; Team-based learning.