Wenn das verfügbare Lehrpersonal zum Durchführen von Simulationen nicht ausreicht, werden wertvolle Ressourcen wie Trainingseinrichtungen und -geräte oft zu wenig eingesetzt. Diese ungenutzte Kapazität schöpft die geleistete Investition nicht aus und bedeutet zudem weniger Trainingszeit für die Schüler. Wichtig ist dabei auch, dass fehlende Übungsmöglichkeiten bei Schülern/Studenten zu einem Mangel an praktischer Erfahrung führen und sie damit weder ihre Kompetenz noch ihr Selbstbewusstsein steigern können. Die Methodik, Schüler von Schülern unterrichten zu lassen, ermöglicht selbstbestimmtes Üben und zielerreichendes Lernen.
Formalized learning together with peers is an effective and efficient way of learning or practicing key skills and procedures. At a time when resources are stretched and demands upon staff are increasing, peer-to-peer learning offers students the opportunity to take advantage of a valuable resource – each other.
Peer-to-Peer Skills Development allows members of small groups to guide one another through different sets of formalized training scenarios. The scenarios are standardized, often with built-in feedback, to allow the groups of learners to practice on their own until they feel competent and confident. This is known as “Mastery Learning” or “Deliberate Practice”. Such learning is beneficial also because normally involves learners coming from the same cohort, or colleagues on a ward. It is not a substitute for teaching and activities designed and conducted by staff, but complements the teaching and learning activities and enhances the quality of overall education.
The introduction of Peer-to-Peer Skills Development utilizing SimPad at the University of Stavanger enabled simulation to be integrated into the curriculum. Implementing peer to peer simulation allowed students to train each other without a facilitator. This provided them the opportunity to train over and over again until they were confident they had mastered both the required clinical and communication skills.
