| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 9952034 | Nurse Education Today | 2018 | 9 Pages |
Abstract
Lack of training provided to near-peer teachers highlighted that it is imperative that faculty embed near-peer teaching into the curriculum. To develop this educational intervention, studies in near-peer teaching are required to assess affective behaviours and metacognitive qualities of near-peer teachers to determine how this educational intervention can impact learning and performance of both the learner and near-peer teacher.
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Authors
Susan Irvine, Brett Williams, Lisa McKenna,