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This study examined experiences of prelicensure physiotherapy students acting as peer teachers or peer learners during peer-assisted learning delivered with simulation-based learning. In 2018, six final-year students (peer teachers) taught communication concepts to 126 junior peers. Peer teachers’ written reflections and peer learners’ feedback-quality measures revealed three themes on preparation, peer-teacher self-perceptions, and learner perceptions, with high-rated feedback quality and perceived reciprocal benefit.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-physiotherapy-students-to-provide-feedback-using-simulation/579291/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-physiotherapy-students-to-provide-feedback-using-simulation/579291.png","ImageObject",300,407,{"name":92,"@type":93},"Liam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What was the aim of the study about physiotherapy students and feedback?","Question",{"text":111,"@type":112},"To explore prelicensure physiotherapy students’ experiences when acting in peer teacher or peer learner roles during peer-assisted learning delivered using simulation-based learning.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How were peer teachers and peer learners involved in the simulation-based peer-assisted learning activity?",{"text":116,"@type":112},"After preparatory training, six final-year physiotherapy students acted as peer teachers and taught communication concepts to 126 junior physiotherapy colleagues as peer learners over two days in 2018.",{"name":118,"@type":109,"acceptedAnswer":119},"How was feedback quality evaluated and what were the main findings?",{"text":120,"@type":112},"Peer learners completed the “Measure of quality of giving feedback scale,” and peer teachers provided written reflections analyzed through open coding. Three themes emerged, peer learners rated feedback quality highly (overall mean 6.3/7), and both groups perceived reciprocal benefit from the simulated peer-assisted learning.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},579291,1792080630,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Journal of Peer Learning  \n\n| Volume 13 | Article 4 |\n| --- | --- |\n| Winter 2020\u003Cbr>Teaching Physiotherapy Students to Provide Feedback Using Simulation\u003Cbr>Diane Dennis\u003Cbr>Curtin Univeristy, Perth, Western Australia, [d.dennis@curtin.edu.au](d.dennis@curtin.edu.au)\u003Cbr>Anne Furness\u003Cbr>Curtin Univeristy, Perth, Western Australia\u003Cbr>Dawn Hall-Bibb\u003Cbr>Bellarmine University, Kentucky, USA\u003Cbr>Shylie Mackintosh\u003Cbr>University of South Australia, Adelaide, South Australia\u003Cbr>Follow this and additional works at: [https://ro.uow.edu.au/ajpl](https://ro.uow.edu.au/ajpl)\u003Cbr>This study was funded by an Innovation Grant from Curtin University, and the authors acknowledge and thank participating students from Curtin and Bellarmine Universities, and the University of South Australia. |  |\n\nRecommended Citation  \nDennis, Diane; Furness, Anne; Hall-Bibb, Dawn; and Mackintosh, Shylie, Teaching Physiotherapy Students to Provide Feedback Using Simulation, Journal of Peer Learning, 13, 2020, 36-47. Available at:[https://ro.uow.edu.au/ajpl/vol13/iss1/4](https://ro.uow.edu.au/ajpl/vol13/iss1/4)  \nResearch Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [research-pubs@uow.edu.au](research-pubs@uow.edu.au)  \nTeaching Physiotherapy Students to Provide Feedback Using Simulation  \nCover Page Footnote  \nThis study was funded by an Innovation Grant from Curtin University, and the authors acknowledge and thank participating students from Curtin and Bellarmine Universities, and the University of South Australia.  \nThis article is available in Journal of Peer Learning: [https://ro.uow.edu.au/ajpl/vol13/iss1/4](https://ro.uow.edu.au/ajpl/vol13/iss1/4)  \nDennis, Furness, Hall-Bibb, and Mackintosh 36  \nJournal of Peer Learning (2020) Vol 13: 36–47  \nTeaching Physiotherapy Students to Provide Feedback Using Simulation  \nDiane Dennis, Anne Furness, Dawn Hall-Bibb, and Shylie Mackintosh  \nAbstract  \nHealthcare professionals are responsible for providing education to both healthcare consumers and the peers with whom they work. As such, specific teaching skills must be developed during prelicensure training to facilitate the transition from classroom to clinical practise. The realistic environment that simulation-based learning (SBL) activities utilise is a powerful enabler of translating theory to practise. The aim of this study was to explore the experiences of prelicensure physiotherapy students acting in either peer teacher or peer learner roles during a peer-assisted learning (PAL) activity delivered using SBL. Following preparatory training, over two days in 2018, a group of six final-year physiotherapy students (peer teachers) taught concepts around communication to a group of 126 of their junior physiotherapy colleagues (peer learners) during an SBL activity. Data were collected from all participants using written reflections (peer teachers) and the “Measure of quality of giving feedback scale” (peer learners) . Three themes emerged from open coding of written reflections: preparation and training, perceptions peer teachers held of themselves as teachers, and perceptions peer teachers held of their learners. These themes are described with verbatim quotations used to support coding choices. Peer teachers reported value from the training and teaching experiences and felt they met the challenges of peer teaching, particularly with respect to being adaptable to learner performance. Peer learners rated the feedback quality highly with frequencies of responses demonstrating an overall mean score of 6.3 out of a possible 7 (SD1 . 1) for all scale questions. Peer-assisted learning using simulation was a positive experience with a perception of reciprocal benefit from both groups.  \nIntroduction  \nThe ability to apply adult learning principles to facilitate learning by clientsand their family members, other health professionals, peers, and students is a core competency for physiother","cbCaiddIz8SPA7CO","https://ap.wps.com/l/cbCaiddIz8SPA7CO","pdf",299100,14,"English","# Abstract\n# Introduction","[{\"question\":\"What was the aim of the study about physiotherapy students and feedback?\",\"answer\":\"To explore prelicensure physiotherapy students’ experiences when acting in peer teacher or peer learner roles during peer-assisted learning delivered using simulation-based learning.\"},{\"question\":\"How were peer teachers and peer learners involved in the simulation-based peer-assisted learning activity?\",\"answer\":\"After preparatory training, six final-year physiotherapy students acted as peer teachers and taught communication concepts to 126 junior physiotherapy colleagues as peer learners over two days in 2018.\"},{\"question\":\"How was feedback quality evaluated and what were the main findings?\",\"answer\":\"Peer learners completed the “Measure of quality of giving feedback scale,” and peer teachers provided written reflections analyzed through open coding. Three themes emerged, peer learners rated feedback quality highly (overall mean 6.3/7), and both groups perceived reciprocal benefit from the simulated peer-assisted learning.\"}]","Teaching Physiotherapy Students to Provide Feedback Using Simulation | PDF",1792035363,35]