Emotions in true peer teaching and learning: Physiotherapy students’ experiences

Abstract

This is a descriptive study that explores how students of physiotherapy experience emotions in a given peer teaching and learning (PTL) situation. Physiotherapy practice requires practitioners capable of lifelong learning. PTL, which emphasizes active learning on the part of students, is quite widespread, but the actual teaching and learning are seldom described and less theory-informed. The aim of this article is to describe and explore physiotherapy students’ experiences from a PTL situation, making explicit the emotional elements occurring in PTL. Data were collected through focus group interviews. The interviews were analysed using qualitative content analysis. Two main categories emerged: (i) preparing for peer teaching and (ii) doing peer teaching. The analysis of the inherent meaning of the data shows that PTL has the potential to activate a wide range of positive emotions. Emotions are important facilitators of cognition, academic learning and competent identity formation. Competent and capable peers are within the cognitive and emotional zone of proximal development for fellow students’ learning, and are well suited to contribute significantly to the learning process of peers. The socio-constructivist view of learning underpins the study. The results and discussion support the view that theories of situated learning are incomplete without including emotional dimensions. PTL in physiotherapy education is a beneficial pedagogic approach, within a carefully structured and guided learning situation.

Key words::

• Deep learning
• focus groups
• learner-centred learning
• qualitative content analysis
• situated learning

Acknowledgements

Thank you to the students of physiotherapy who willingly shared their experiences. UiT, The Arctic University of Norway, supported the study.

Declaration of interest: The authors report no conflict of interest. The authors alone are responsible for the content and writing of the paper.

Notes

i. The third-term clinical placement takes place all over Northern Norway, a rather large geographical area.

ii. These data are not included in this article.