Exploring the perceptions of stakeholders on the process of implementing a near-peer teaching sub-programme in the Speech-Language and Hearing Therapy Programme

Excerpt

Background: Near-peer teaching (NPT) is recognised as an effective approach to learning and has been incorporated into courses using a variety of approaches. However, the process of developing and implementing such a programme should be planned carefully.

Aim: The purpose of this study was to develop a framework for the development and implementation of NPT by exploring the perceptions of stakeholders on their experiences of NPT in a speech-language and hearing therapy (SLHT) programme. Second-year students received training on how to support parents and caregivers in facilitating the communication development of babies and young children. These students then had to teach this knowledge and strategies to the first-year students to prepare them for their future professional roles as early communication intervention providers in community settings.

Methods: A qualitative interpretive research design was employed to identify the key considerations when developing an NPT programme. Thirty-five (35) first-year students and 34 second-year students participated in eight focus group discussions after completing NPT sessions. The reflections of two coordinators involved in this initiative were analysed. Inductive thematic analysis was conducted to explore the perceptions of the participants regarding the NPT process.

Findings: The preparation of students for NPT and the alignment and positioning of the teaching content within the curricula were the key considerations. Managerial aspects such as communication with stakeholders and logistical arrangements were identified as critical for the programme’s success.

Conclusion: To ensure effective NPT, specific aspects should be attended to from the developing phase. A framework to assist with the development and implementation of NPT was designed based on the findings of the study.