# The effectiveness of interprofessional peer-led teaching and learning for therapeutic radiography students and Speech and Language Therapy students

## TL;DR

This study shows that peer-led teaching between radiography and speech therapy students improves knowledge and is positively perceived by participants.

## Contribution

This is the first study to evaluate interprofessional peer-led teaching between RT and SLT students.

## Key findings

- RT students showed significant improvement in their own and SLT knowledge immediately after the session.
- SLT students improved in RT knowledge immediately after the session but not at the 3-month follow-up.
- Most students reported a positive impact of the peer-led teaching on their learning.

## Abstract

Therapeutic Radiographers (RT) and Speech and Language Therapists (SLT) work closely together in caring for people with head and neck cancer and need a strong understanding of each others’ roles. Peer teaching has been shown to be one of the most effective methods of teaching; however, no studies to date, have involved RT and SLT students. This research aims to establish the effectiveness and perceptions of peer-led teaching between undergraduate RT and SLT students in Ulster University.

Twenty SLT students and 14 RT students participated. Knowledge tests were taken online before the peer-led teaching session (T1), after the session (T2) and 3 months later (T3). Students’ perceptions of the experience were collected at the end of the session. Wilcoxon signed-rank tests were used to analyse the impact of the intervention on knowledge scores. Qualitative content analysis was used for open text response data.

RT students’ own professional knowledge score at T2 was statistically significantly higher than the score at T1; the score at T3 was not deemed to be statistically significantly higher. RT students’ SLT knowledge score at T2 and T3 was found to be statistically significantly higher than the score at T1. SLT students’ own professional knowledge score was not statistically significantly higher at T2 or T3 than T1. They did have a statistically significantly higher score at T2 on the RT test, but score at T3 was not deemed to be statistically significantly higher. The majority of students across both professions agreed or strongly agreed that the peer-led teaching experience had a positive impact on their learning.

This investigation highlights the benefits of an interprofessional peer-led teaching intervention for RT and SLT students and the findings add to the evidence of more objective study of knowledge gain as a result of interprofessional peer teaching.