Purpose: The purpose of this study was to understand the experiences of audiology students participating in an online near-peer–led simulated patient program, examining both learner and teacher perspectives. Method: An explanatory sequential mixed methods design was used, combining quantitative data from surveys with qualitative data from semistructured interviews. A total of 51 participants (35 learners and 16 teachers) completed the survey and 14 (nine learners and five teachers) were interviewed. Results: Of the learners, 72%–100% showed agreement with positive statements about what peer learning can offer over traditional teacher led learning. Among teachers, 88% agreed or strongly agreed to statements about benefits of teaching their peers. Four themes were identified from interview data: improving knowledge and confidence, providing help and guidance, social proximity, and external factors. Conclusions: The program was valued by both groups of students and its inclusion in the curriculum appeared to provide an opportunity for students to learn while developing more social connections. Teachers can build confidence in their knowledge through having to advise others on key content, while learners can practice communication skills in a safe environment. Near-peer online simulations offer a flexible learning opportunity and show promise in enhancing students' experience in audiology training programs.
Bowers et al. (Tue,) studied this question.