Peer learning model in speech-language pathology student practicals in South Africa: A pilot study
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Abstract
Background. Given the current challenges of decreased clinical resources and the impact of COVID-19 restrictions on clinical training at sites, a shift in
teaching models for practical placements for speech-language pathology (SLP) students in South Africa (SA) was required. The peer learning model that
has been trialled in the physiotherapy and nursing professions was piloted for this cohort of students to combat these restrictions.
Objectives. To determine whether the peer learning model is an optimal supervision framework for final-year SLP students in the SA context for the
adult neurology practical.
Methods. This was a qualitative study that used a cohort of final-year SLP students. Once ethical clearance was obtained, data collection commenced
using various instruments, including self-reflection tools, questionnaires and pre- and post-interviews. Data were analysed using a top-down approach
whereby themes were generated and then further analysed.
Results. Four themes emerged: power dynamics, theoretical skills, clinical skills and professionalism. Power dynamics was a novel finding of this study
and showed how a shift in power dynamics can facilitate the development of clinical skills. Peer learning appeared to improve clinical integration and
clinical skills, including clinical writing and self-reflection.
Conclusions. The piloting of the peer learning model appeared to be a success for final-year SLP students in an outpatient adult neurology setting. The
findings from this study can assist in furthering studies in this context
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