Peer tutoring in rehabilitation sciences curriculums: a scoping review
Background Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitatio...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Bell, Alison [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2023 |
|---|
| Schlagwörter: |
|---|
| Anmerkung: |
© The Author(s) 2023 |
|---|
| Übergeordnetes Werk: |
Enthalten in: Discover education - [Cham] : Springer International Publishing, 2022, 2(2023), 1 vom: 15. Mai |
|---|---|
| Übergeordnetes Werk: |
volume:2 ; year:2023 ; number:1 ; day:15 ; month:05 |
| Links: |
|---|
| DOI / URN: |
10.1007/s44217-023-00038-x |
|---|
| Katalog-ID: |
SPR052492281 |
|---|
| LEADER | 01000naa a22002652 4500 | ||
|---|---|---|---|
| 001 | SPR052492281 | ||
| 003 | DE-627 | ||
| 005 | 20230726104622.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230726s2023 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1007/s44217-023-00038-x |2 doi | |
| 035 | |a (DE-627)SPR052492281 | ||
| 035 | |a (SPR)s44217-023-00038-x-e | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 100 | 1 | |a Bell, Alison |e verfasserin |0 (orcid)0000-0002-4850-8220 |4 aut | |
| 245 | 1 | 0 | |a Peer tutoring in rehabilitation sciences curriculums: a scoping review |
| 264 | 1 | |c 2023 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 500 | |a © The Author(s) 2023 | ||
| 520 | |a Background Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums. | ||
| 650 | 4 | |a Athletic training |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Occupational therapy |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Peer assisted learning |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Peer tutoring |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Physical therapy |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Speech language pathology |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Tutor |7 (dpeaa)DE-He213 | |
| 700 | 1 | |a Fagan, Chelsea |4 aut | |
| 700 | 1 | |a Krisa, Laura |0 (orcid)0000-0002-7345-4922 |4 aut | |
| 700 | 1 | |a Sinko, Rebecca |4 aut | |
| 700 | 1 | |a Morey, Heather |4 aut | |
| 773 | 0 | 8 | |i Enthalten in |t Discover education |d [Cham] : Springer International Publishing, 2022 |g 2(2023), 1 vom: 15. Mai |w (DE-627)1807089460 |w (DE-600)3121991-3 |x 2731-5525 |7 nnns |
| 773 | 1 | 8 | |g volume:2 |g year:2023 |g number:1 |g day:15 |g month:05 |
| 856 | 4 | 0 | |u https://dx.doi.org/10.1007/s44217-023-00038-x |z kostenfrei |3 Volltext |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_SPRINGER | ||
| 912 | |a GBV_ILN_11 | ||
| 912 | |a GBV_ILN_20 | ||
| 912 | |a GBV_ILN_22 | ||
| 912 | |a GBV_ILN_23 | ||
| 912 | |a GBV_ILN_24 | ||
| 912 | |a GBV_ILN_31 | ||
| 912 | |a GBV_ILN_39 | ||
| 912 | |a GBV_ILN_40 | ||
| 912 | |a GBV_ILN_60 | ||
| 912 | |a GBV_ILN_62 | ||
| 912 | |a GBV_ILN_63 | ||
| 912 | |a GBV_ILN_65 | ||
| 912 | |a GBV_ILN_69 | ||
| 912 | |a GBV_ILN_70 | ||
| 912 | |a GBV_ILN_73 | ||
| 912 | |a GBV_ILN_74 | ||
| 912 | |a GBV_ILN_95 | ||
| 912 | |a GBV_ILN_105 | ||
| 912 | |a GBV_ILN_110 | ||
| 912 | |a GBV_ILN_151 | ||
| 912 | |a GBV_ILN_161 | ||
| 912 | |a GBV_ILN_213 | ||
| 912 | |a GBV_ILN_230 | ||
| 912 | |a GBV_ILN_285 | ||
| 912 | |a GBV_ILN_293 | ||
| 912 | |a GBV_ILN_370 | ||
| 912 | |a GBV_ILN_602 | ||
| 912 | |a GBV_ILN_2014 | ||
| 912 | |a GBV_ILN_2044 | ||
| 912 | |a GBV_ILN_2086 | ||
| 912 | |a GBV_ILN_4012 | ||
| 912 | |a GBV_ILN_4037 | ||
| 912 | |a GBV_ILN_4112 | ||
| 912 | |a GBV_ILN_4125 | ||
| 912 | |a GBV_ILN_4126 | ||
| 912 | |a GBV_ILN_4249 | ||
| 912 | |a GBV_ILN_4305 | ||
| 912 | |a GBV_ILN_4306 | ||
| 912 | |a GBV_ILN_4307 | ||
| 912 | |a GBV_ILN_4313 | ||
| 912 | |a GBV_ILN_4322 | ||
| 912 | |a GBV_ILN_4323 | ||
| 912 | |a GBV_ILN_4324 | ||
| 912 | |a GBV_ILN_4325 | ||
| 912 | |a GBV_ILN_4326 | ||
| 912 | |a GBV_ILN_4338 | ||
| 912 | |a GBV_ILN_4367 | ||
| 912 | |a GBV_ILN_4700 | ||
| 951 | |a AR | ||
| 952 | |d 2 |j 2023 |e 1 |b 15 |c 05 | ||
| author_variant |
a b ab c f cf l k lk r s rs h m hm |
|---|---|
| matchkey_str |
article:27315525:2023----::eruoigneaiiaincecsurcl |
| hierarchy_sort_str |
2023 |
| publishDate |
2023 |
| allfields |
10.1007/s44217-023-00038-x doi (DE-627)SPR052492281 (SPR)s44217-023-00038-x-e DE-627 ger DE-627 rakwb eng Bell, Alison verfasserin (orcid)0000-0002-4850-8220 aut Peer tutoring in rehabilitation sciences curriculums: a scoping review 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums. Athletic training (dpeaa)DE-He213 Occupational therapy (dpeaa)DE-He213 Peer assisted learning (dpeaa)DE-He213 Peer tutoring (dpeaa)DE-He213 Physical therapy (dpeaa)DE-He213 Speech language pathology (dpeaa)DE-He213 Tutor (dpeaa)DE-He213 Fagan, Chelsea aut Krisa, Laura (orcid)0000-0002-7345-4922 aut Sinko, Rebecca aut Morey, Heather aut Enthalten in Discover education [Cham] : Springer International Publishing, 2022 2(2023), 1 vom: 15. Mai (DE-627)1807089460 (DE-600)3121991-3 2731-5525 nnns volume:2 year:2023 number:1 day:15 month:05 https://dx.doi.org/10.1007/s44217-023-00038-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2 2023 1 15 05 |
| spelling |
10.1007/s44217-023-00038-x doi (DE-627)SPR052492281 (SPR)s44217-023-00038-x-e DE-627 ger DE-627 rakwb eng Bell, Alison verfasserin (orcid)0000-0002-4850-8220 aut Peer tutoring in rehabilitation sciences curriculums: a scoping review 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums. Athletic training (dpeaa)DE-He213 Occupational therapy (dpeaa)DE-He213 Peer assisted learning (dpeaa)DE-He213 Peer tutoring (dpeaa)DE-He213 Physical therapy (dpeaa)DE-He213 Speech language pathology (dpeaa)DE-He213 Tutor (dpeaa)DE-He213 Fagan, Chelsea aut Krisa, Laura (orcid)0000-0002-7345-4922 aut Sinko, Rebecca aut Morey, Heather aut Enthalten in Discover education [Cham] : Springer International Publishing, 2022 2(2023), 1 vom: 15. Mai (DE-627)1807089460 (DE-600)3121991-3 2731-5525 nnns volume:2 year:2023 number:1 day:15 month:05 https://dx.doi.org/10.1007/s44217-023-00038-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2 2023 1 15 05 |
| allfields_unstemmed |
10.1007/s44217-023-00038-x doi (DE-627)SPR052492281 (SPR)s44217-023-00038-x-e DE-627 ger DE-627 rakwb eng Bell, Alison verfasserin (orcid)0000-0002-4850-8220 aut Peer tutoring in rehabilitation sciences curriculums: a scoping review 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums. Athletic training (dpeaa)DE-He213 Occupational therapy (dpeaa)DE-He213 Peer assisted learning (dpeaa)DE-He213 Peer tutoring (dpeaa)DE-He213 Physical therapy (dpeaa)DE-He213 Speech language pathology (dpeaa)DE-He213 Tutor (dpeaa)DE-He213 Fagan, Chelsea aut Krisa, Laura (orcid)0000-0002-7345-4922 aut Sinko, Rebecca aut Morey, Heather aut Enthalten in Discover education [Cham] : Springer International Publishing, 2022 2(2023), 1 vom: 15. Mai (DE-627)1807089460 (DE-600)3121991-3 2731-5525 nnns volume:2 year:2023 number:1 day:15 month:05 https://dx.doi.org/10.1007/s44217-023-00038-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2 2023 1 15 05 |
| allfieldsGer |
10.1007/s44217-023-00038-x doi (DE-627)SPR052492281 (SPR)s44217-023-00038-x-e DE-627 ger DE-627 rakwb eng Bell, Alison verfasserin (orcid)0000-0002-4850-8220 aut Peer tutoring in rehabilitation sciences curriculums: a scoping review 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums. Athletic training (dpeaa)DE-He213 Occupational therapy (dpeaa)DE-He213 Peer assisted learning (dpeaa)DE-He213 Peer tutoring (dpeaa)DE-He213 Physical therapy (dpeaa)DE-He213 Speech language pathology (dpeaa)DE-He213 Tutor (dpeaa)DE-He213 Fagan, Chelsea aut Krisa, Laura (orcid)0000-0002-7345-4922 aut Sinko, Rebecca aut Morey, Heather aut Enthalten in Discover education [Cham] : Springer International Publishing, 2022 2(2023), 1 vom: 15. Mai (DE-627)1807089460 (DE-600)3121991-3 2731-5525 nnns volume:2 year:2023 number:1 day:15 month:05 https://dx.doi.org/10.1007/s44217-023-00038-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2 2023 1 15 05 |
| allfieldsSound |
10.1007/s44217-023-00038-x doi (DE-627)SPR052492281 (SPR)s44217-023-00038-x-e DE-627 ger DE-627 rakwb eng Bell, Alison verfasserin (orcid)0000-0002-4850-8220 aut Peer tutoring in rehabilitation sciences curriculums: a scoping review 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2023 Background Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums. Athletic training (dpeaa)DE-He213 Occupational therapy (dpeaa)DE-He213 Peer assisted learning (dpeaa)DE-He213 Peer tutoring (dpeaa)DE-He213 Physical therapy (dpeaa)DE-He213 Speech language pathology (dpeaa)DE-He213 Tutor (dpeaa)DE-He213 Fagan, Chelsea aut Krisa, Laura (orcid)0000-0002-7345-4922 aut Sinko, Rebecca aut Morey, Heather aut Enthalten in Discover education [Cham] : Springer International Publishing, 2022 2(2023), 1 vom: 15. Mai (DE-627)1807089460 (DE-600)3121991-3 2731-5525 nnns volume:2 year:2023 number:1 day:15 month:05 https://dx.doi.org/10.1007/s44217-023-00038-x kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2 2023 1 15 05 |
| language |
English |
| source |
Enthalten in Discover education 2(2023), 1 vom: 15. Mai volume:2 year:2023 number:1 day:15 month:05 |
| sourceStr |
Enthalten in Discover education 2(2023), 1 vom: 15. Mai volume:2 year:2023 number:1 day:15 month:05 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
Athletic training Occupational therapy Peer assisted learning Peer tutoring Physical therapy Speech language pathology Tutor |
| isfreeaccess_bool |
true |
| container_title |
Discover education |
| authorswithroles_txt_mv |
Bell, Alison @@aut@@ Fagan, Chelsea @@aut@@ Krisa, Laura @@aut@@ Sinko, Rebecca @@aut@@ Morey, Heather @@aut@@ |
| publishDateDaySort_date |
2023-05-15T00:00:00Z |
| hierarchy_top_id |
1807089460 |
| id |
SPR052492281 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">SPR052492281</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230726104622.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230726s2023 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s44217-023-00038-x</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR052492281</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s44217-023-00038-x-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Bell, Alison</subfield><subfield code="e">verfasserin</subfield><subfield code="0">(orcid)0000-0002-4850-8220</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Peer tutoring in rehabilitation sciences curriculums: a scoping review</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2023</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© The Author(s) 2023</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Background Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Athletic training</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Occupational therapy</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Peer assisted learning</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Peer tutoring</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Physical therapy</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Speech language pathology</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Tutor</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Fagan, Chelsea</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Krisa, Laura</subfield><subfield code="0">(orcid)0000-0002-7345-4922</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Sinko, Rebecca</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Morey, Heather</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Discover education</subfield><subfield code="d">[Cham] : Springer International Publishing, 2022</subfield><subfield code="g">2(2023), 1 vom: 15. Mai</subfield><subfield code="w">(DE-627)1807089460</subfield><subfield code="w">(DE-600)3121991-3</subfield><subfield code="x">2731-5525</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:2</subfield><subfield code="g">year:2023</subfield><subfield code="g">number:1</subfield><subfield code="g">day:15</subfield><subfield code="g">month:05</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://dx.doi.org/10.1007/s44217-023-00038-x</subfield><subfield code="z">kostenfrei</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_SPRINGER</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">2</subfield><subfield code="j">2023</subfield><subfield code="e">1</subfield><subfield code="b">15</subfield><subfield code="c">05</subfield></datafield></record></collection>
|
| author |
Bell, Alison |
| spellingShingle |
Bell, Alison misc Athletic training misc Occupational therapy misc Peer assisted learning misc Peer tutoring misc Physical therapy misc Speech language pathology misc Tutor Peer tutoring in rehabilitation sciences curriculums: a scoping review |
| authorStr |
Bell, Alison |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)1807089460 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut aut aut aut aut |
| collection |
springer |
| remote_str |
true |
| illustrated |
Not Illustrated |
| issn |
2731-5525 |
| topic_title |
Peer tutoring in rehabilitation sciences curriculums: a scoping review Athletic training (dpeaa)DE-He213 Occupational therapy (dpeaa)DE-He213 Peer assisted learning (dpeaa)DE-He213 Peer tutoring (dpeaa)DE-He213 Physical therapy (dpeaa)DE-He213 Speech language pathology (dpeaa)DE-He213 Tutor (dpeaa)DE-He213 |
| topic |
misc Athletic training misc Occupational therapy misc Peer assisted learning misc Peer tutoring misc Physical therapy misc Speech language pathology misc Tutor |
| topic_unstemmed |
misc Athletic training misc Occupational therapy misc Peer assisted learning misc Peer tutoring misc Physical therapy misc Speech language pathology misc Tutor |
| topic_browse |
misc Athletic training misc Occupational therapy misc Peer assisted learning misc Peer tutoring misc Physical therapy misc Speech language pathology misc Tutor |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Discover education |
| hierarchy_parent_id |
1807089460 |
| hierarchy_top_title |
Discover education |
| isfreeaccess_txt |
true |
| familylinks_str_mv |
(DE-627)1807089460 (DE-600)3121991-3 |
| title |
Peer tutoring in rehabilitation sciences curriculums: a scoping review |
| ctrlnum |
(DE-627)SPR052492281 (SPR)s44217-023-00038-x-e |
| title_full |
Peer tutoring in rehabilitation sciences curriculums: a scoping review |
| author_sort |
Bell, Alison |
| journal |
Discover education |
| journalStr |
Discover education |
| lang_code |
eng |
| isOA_bool |
true |
| recordtype |
marc |
| publishDateSort |
2023 |
| contenttype_str_mv |
txt |
| author_browse |
Bell, Alison Fagan, Chelsea Krisa, Laura Sinko, Rebecca Morey, Heather |
| container_volume |
2 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Bell, Alison |
| doi_str_mv |
10.1007/s44217-023-00038-x |
| normlink |
(ORCID)0000-0002-4850-8220 (ORCID)0000-0002-7345-4922 |
| normlink_prefix_str_mv |
(orcid)0000-0002-4850-8220 (orcid)0000-0002-7345-4922 |
| title_sort |
peer tutoring in rehabilitation sciences curriculums: a scoping review |
| title_auth |
Peer tutoring in rehabilitation sciences curriculums: a scoping review |
| abstract |
Background Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums. © The Author(s) 2023 |
| abstractGer |
Background Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums. © The Author(s) 2023 |
| abstract_unstemmed |
Background Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums. © The Author(s) 2023 |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 |
| container_issue |
1 |
| title_short |
Peer tutoring in rehabilitation sciences curriculums: a scoping review |
| url |
https://dx.doi.org/10.1007/s44217-023-00038-x |
| remote_bool |
true |
| author2 |
Fagan, Chelsea Krisa, Laura Sinko, Rebecca Morey, Heather |
| author2Str |
Fagan, Chelsea Krisa, Laura Sinko, Rebecca Morey, Heather |
| ppnlink |
1807089460 |
| mediatype_str_mv |
c |
| isOA_txt |
true |
| hochschulschrift_bool |
false |
| doi_str |
10.1007/s44217-023-00038-x |
| up_date |
2024-07-04T02:59:24.023Z |
| _version_ |
1803615693993672704 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">SPR052492281</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230726104622.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230726s2023 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s44217-023-00038-x</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR052492281</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s44217-023-00038-x-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Bell, Alison</subfield><subfield code="e">verfasserin</subfield><subfield code="0">(orcid)0000-0002-4850-8220</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Peer tutoring in rehabilitation sciences curriculums: a scoping review</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2023</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© The Author(s) 2023</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Background Peer tutoring is a learning strategy where students take on the role of teacher. There are many reported benefits of this model however it is not well described in rehabilitation science curriculums. The aim of this review is to describe the scope of available literature for rehabilitation science education. Methods A systematic scoping review using PubMed, CINAHL, Scopus, and ERIC databases. Inclusion criteria included the English language, peer-reviewed articles that report outcomes of a peer-tutoring program for students enrolled in occupational therapy, physical therapy, speech therapy and or athletic training programs. Consensus between two authors was used for article inclusion and data extraction. Results Sixteen articles were included in the review. Peer tutoring was described in athletic training, occupational therapy, physical therapy, and speech language pathology programs. Peer tutors were students further along in their training in 75% of the included studies. The most common content taught was anatomy (38%) followed by clinical assessment (19%). Just under half (44%) of the included studies incorporated interprofessional education with tutors and tutees representing different fields of study. Outcomes of peer tutoring programs were most commonly assessed with surveys (75%) developed by the research team with only 38% reporting objective measures of learning by the participants. Conclusion Results of this review demonstrate that peer tutoring is used in rehabilitation science curriculums, however, there are a limited number of reports. The learning strategy is well described in other health science education models with many potential benefits. This review can be used to inform the development and evaluation of future peer tutoring programs in rehabilitation sciences curriculums.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Athletic training</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Occupational therapy</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Peer assisted learning</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Peer tutoring</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Physical therapy</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Speech language pathology</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Tutor</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Fagan, Chelsea</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Krisa, Laura</subfield><subfield code="0">(orcid)0000-0002-7345-4922</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Sinko, Rebecca</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Morey, Heather</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Discover education</subfield><subfield code="d">[Cham] : Springer International Publishing, 2022</subfield><subfield code="g">2(2023), 1 vom: 15. Mai</subfield><subfield code="w">(DE-627)1807089460</subfield><subfield code="w">(DE-600)3121991-3</subfield><subfield code="x">2731-5525</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:2</subfield><subfield code="g">year:2023</subfield><subfield code="g">number:1</subfield><subfield code="g">day:15</subfield><subfield code="g">month:05</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://dx.doi.org/10.1007/s44217-023-00038-x</subfield><subfield code="z">kostenfrei</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_SPRINGER</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_11</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_63</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_65</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_110</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_151</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_213</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_230</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2014</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2044</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2086</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4012</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4037</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4112</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4125</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4249</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4305</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4306</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4307</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4313</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4322</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4323</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4324</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4325</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4326</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4338</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4367</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4700</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">2</subfield><subfield code="j">2023</subfield><subfield code="e">1</subfield><subfield code="b">15</subfield><subfield code="c">05</subfield></datafield></record></collection>
|
| score |
7.4001293 |