Designating selected roles and responsibilities for effective same-year/ level peer-assisted learning for foundation provision in health sciences education in South Africa
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Background. The implementation of same-year/level peer-assisted learning (SPAL) offers potential pedagogical benefits for participants’ academic and skills development. However, there is limited descriptive literature on the strategic designation of roles and responsibilities needed to ensure effective SPAL implementation. Additionally, no studies addressing this in South African (SA) higher education institutions (HEIs) offering foundation provision (FP) in health sciences education (HSE) were found.
Objectives. To establish the strategic designation of selected roles and responsibilities concerning SPAL implementation, validated by experts in support of effectively achieving the strategy’s implementation objectives for FP in HSE at SA HEIs.
Methods. A four-round qualitative Delphi survey was conducted with 12 purposively sampled experts in higher education and health professions education (HPE). Open and axial coding of narrative feedback were applied to develop statements, which were endorsed when 75% of the experts reached consensus.
Results. Ten statements were endorsed. Although the participating experts assigned general responsibility for the overall administration, tutor identification and training to both faculty and academic support centres, unique sub-delegations were identified for each entity. The reflection, reporting and evaluation functions concerning the effectiveness of SPAL were validated in a primarily decentralised manner by the Delphi panel.
Conclusion. The strategic designation of roles and responsibilities for SPAL implementation was recommended to support the strategy’s objectives and promote the ‘access to success’ aim of FP in HSE at SA HEIs.
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