The Cranial Nerve Exam: Effectiveness of Peer-to-Peer Teaching and Experiential Learning in Speech-Language Pathology Graduate Students

Authors

Angela Burda, University of Northern IowaFollow
Sydney Brotherton, University of Northern IowaFollow
Addieana Duitscher, University of Northern IowaFollow
Emily Hart, University of Northern IowaFollow
Morgan Kellogg, University of Northern IowaFollow
Kacie Schreck, University of Northern IowaFollow
Courtney Sutton, University of Northern IowaFollow
Paige Van Dyk, University of Northern IowaFollow

Abstract

This study sought to determine if speech-language pathology graduate students found peer-to-peer teaching and experiential learning beneficial in learning how to assess the cranial nerves. Graduate students in a motor speech disorders course completed an in-class cranial nerve examination in which they either portrayed clinicians or patients. Student groups utilized a reflective practice approach by teaching their peers how to assess the cranial nerves. Intensive practice sessions were offered almost daily for two weeks prior to the exam. Thirty-seven students completed an online survey about their knowledge and confidence in assessing cranial nerves and identifying diagnoses before starting the training for the exam; 36 participants completed the same survey post-exam training. Students reported feeling more confident and less anxious in evaluating the cranial nerves, assessing damages, and identifying diagnoses. This preliminary study indicates peer-to-peer teaching could be an effective strategy for learning how to evaluate cranial nerves.

Recommended Citation

Burda, A., Brotherton, S., Duitscher, A., Hart, E., Kellogg, M., Schreck, K., Sutton, C., & Van Dyk, P. (2022). The Cranial Nerve Exam: Effectiveness of Peer-to-Peer Teaching and Experiential Learning in Speech-Language Pathology Graduate Students. Teaching and Learning in Communication Sciences & Disorders, 6(3). DOI: https://doi.org/10.30707/TLCSD6.3.1664996985.093189