Helpdesk
Peer Assisted Learning (PAL) information and guidance for Allied Health Professions (AHP) practice educators
*This page is currently being reviewed and updated. Please note in time any references to the older PAL guidance document will be removed, and links made only to the new PAL guidance document for practice educators.
Peer assisted learning (PAL) is an evidence-based model of PrBL delivery in which ‘Two or more learners working together in the practice setting supervised by one practice education team.’
This definition is taken from the AHP Principles of Practice-Based Learning
Resources on this page, including the animation below, have been developed to raise awareness of this model and support your ability to plan, deliver and evaluate a PAL placement and have been organised into the following sections:
Please note in a PAL placement there may be one practice educator as mentioned in this video, or more than one practice educator.
We are currently updating our PAL guidance documents. The updated guidance for practice educators can be accessed here:
The original guidance documents which are referred to in some of the videos within this page can be accessed below.
In addition to the video above there is also a peer assisted learning ‘How to' session that helps answer some questions about setting up PAL placements. A recording of the session and supporting resources can be accessed here: AHP PrBL 'How to' workshops | Turas | Learn (nhs.scot)
It is acknowledged having theory and resources to implement a PAL placement is of benefit to practice educators. Practice educator feedback has highlighted the need to see what PAL looks like in practice.
This video shows Peer Assisted Leaning in Action. Two physiotherapy students are interviewing and assessing a patient within a ward setting. The video shows the interaction between the two students and how they work together, sharing knowledge and skills. It also demonstrates how confidence can be gained by working with a fellow student.
The video can also be used as a structure for discussion with other practice educators:
• Consider the dynamics between the students – is one more confident than the other – if so how would you manage this?
• What feedback would you give the students?
• What would be your next steps?
PAL in action transcript
Read some case studies from practice about implementing PAL across Scotland.
Read student reflections on setting up a journal group.
A practice educator shares some reflections on supervising a PAL placement.
A series of evaluation documents have been created to assess the impact of these types of placements:
If you are interested in supporting and developing a PAL placement we would suggest you undertake the following learning:
Transcripts for the videos can be accessed by clicking on the document with the magnifying glass logo in the video control panel, and captions can be switched on by clicking on the cc button in the video control panel.
The aim of the learning is to provide participants with the knowledge and skills required for planning, delivering and evaluating a peer assisted learning (PAL) placement.
Interactive sessions on Microsoft Teams are available nationally to allow discussion and build on this learning. Training dates can be accessed at: https://learn.nes.nhs.scot/77845 If you do not see available dates please contact ahp.practice.ed@nes.scot.nhs.uk for further information.
We ask that you complete the 4 pieces of learning highlighted above before attending an interactive session. This should take approximately 30 minutes.
Please note in a PAL placement there may be one practice educator as mentioned in this video, or more than one practice educator.
This document supports the suggested training.
These documents provide information on the evidence base for PAL.