Perceptions of Participants Involved in Peer Assisted Learning in a Professional Athletic Training Education Program

Abstract

Objective: The objective of this study was to examine the perceptions, values, and experiences of individuals involved in peer assisted learning (PAL) in the clinical setting of an athletic training education program.Design and Setting: A qualitative research approach borrowing from grounded theory was used.Subjects: 15 participants, consisting of 9 athletic training students (ATS) and 6 Approved Clinical Instructors (ACIs), participated in this study.Measurements: Semi-structured interviews were recorded and transcribed verbatim for analysis. The interview data was analyzed inductively, borrowing from the grounded theory approach, utilizing both open and axial coding. Furthermore, a peer review, member checks by the participants, and the use of multiple data sources were used to establish trustworthiness.Results: Six main themes emerged from the analysis: 1) Defining PAL; 2) Role recognition; 3) Preference for active informal learning; 4) Value of PAL; 5) Peer Limitations; and 6) Recommendations related to PAL.Conclusions: Overall, this study provides an in-depth understanding of athletic training students' and ACIs' perceptions of PAL, and supports the conclusion that athletic training students in this program prefer to experience active and informal educational exchanges that occur naturally in the clinical setting rather than more formal learning experiences. These results suggest that PAL is beneficial and worthwhile.