The Cranial Nerve Exam: Effectiveness of Peer-to-Peer Teaching and Experiential Learning in Speech-Language Pathology Graduate Students
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.
Burda, Angela; Brotherton, Sydney; Duitscher, Addieana; Hart, Emily; Kellogg, Morgan; Schreck, Kacie; Sutton, Courtney; and Van Dyk, Paige
"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: Vol. 6:
3, Article 2.
Available at: https://ir.library.illinoisstate.edu/tlcsd/vol6/iss3/2