Student operator-assistant pairs: an update

Objective To seek the opinions of undergraduates using the operator-assista nt pairs system. Design A five-year evaluation of third-, fourth- and fifth-year students us ing a short, anonymous questionnaire Outcome measures This study set out to evaluate, but does not attempt to fo rmally assess, the system. Result Most students enjoyed working in pairs, citing mutual support and co llaborative learning as being the main advantages. However, 67% of respondi ng third- year students, 79% of fourth-year students and 54% of fifth-year students indicated that they did not know why paired working had been intro duced. Conclusions The majority of students found the pairs system advantageous ov er teacher-led situations. It encouraged greater efficiency, mutual support and help and collaborative learning.