Raising the PASS mark: how peer assisted learning sessions have improved student performance in a first year undergraduate program

Abstract

Peer-based learning support for students has become widely implemented in a range of undergraduate programs in universities around the world (Arendale, 2004). It was originally developed at the University of Missouri as Supplemental Instruction (SI) in 1973 as an academic support program that targets historically difficult courses. More commonly known now as Peer-Assisted Study Sessions (PASS), these informal seminars allow student to review notes, discuss readings, develop organisational tools and prepare for examinations. This approach engenders a learning environment that encourages much greater peer to peer student interaction than is likely to be found in traditional tutor-focussed tutorials or task orientated laboratory approaches. A PASS-based initiative was first introduced into the three-year Bachelor of Oral Health (BOH) program at the School of Dentistry in 2008, funded by a University of Adelaide Implementation Grant for Learning & Teaching Enhancement. The PASS sessions were implemented to provide additional learning support to complement the existing lecture program in a second year subject where exam performance and progression rates were poor. After the PASS sessions were implemented the 2008 average exam mark improved by over 9%, with a subsequent improvement in progression rates. Student feedback in SELT data indicted high levels of satisfaction with the peer-led learning format with all respondents (n=28, 96% cohort) agreeing that PASS sessions help developed their thinking skills and 96% broad agreement that participating stimulated their enthusiasm for further learning (source: 2008 sem 2 BOH2 SELTs, Clinical Practice II OH) In early 2010, encouraged by the positive outcomes of the PASS-style approach in BOH2, the decision was made to offer a similar peer-led learning support program in Human Biology in first year of the same course. For many students entering the BOH course, this subject has been a traditionally challenging area—particularly for those who had little or no background in biology. Peer assisted learning has been reported as having particular value in first year courses (Watson 2000, Menz & Burke da Silva, 2008) in not only an academic context, but in helping the transition into tertiary education. Student outcomes in BOH1 Human Biology, following weekly peer-led learning sessions, have been greatly encouraging—with a 15% increase in the class average mark for the semester 1 subject exam. Although attendance at these one hour sessions was not compulsory, an average of 34 students (from a total of 39 in the cohort) participated each week led by two third year students from the BOH program, who had previously achieved high marks in Human Biology I OH. The format of the sessions varied from week to week and included case study analysis, quizzes and games—all designed to reinforce (not teach) key concepts and foundation knowledge. This session will include examples of the activities run in peer-led learning sessions, how leaders are recruited, trained and supported in their role, and the impact on not only the first year students but on the third year leaders in their own learning experience. Members of the audience will be encouraged to consider how a similar learning strategy could be implemented in their own programs.