Peer Assisted Study Sessions (PASS) were introduced as an optional learning experience in a Bachelor of Physiotherapy programme. The aim of this study was to evaluate the use of PASS from the student perspective. Eight third year physiotherapy students who had participated in PASS during their second year of training attended a focus group, at which they provided their perspectives of these PASS sessions. A transciption of the focus group outcomes was analysed qualitatively using the general inductive approach, by two independent reviewers.
Overall, the students’ perceptions of PASS were positive for their learning, showing that PASS is a useful and effective adjunct to formal teaching for this group of students. Three main themes were identified: learning environment, revision and mastery of skills and clinical application. This study suggests that PASS could play a useful role in an undergraduate physiotherapy programme.
Recommended CitationSole, Gisela; Rose, Andrew; Bennett, Tracey; Jaques, Katrina; Rippon, Zoe; and van der Meer, Jacques, A Student Experience of Peer Assisted Study Sessions in Physiotherapy, Journal of Peer Learning, 5, 2012.