Abstract
Immunology education remains a vital component for in-depth learning within clinical health sciences. The inclusion of undergraduate Immunology teaching content within nursing, midwifery and health related courses however remains inconsistent. The blended learning context provides avenues where active learning in-class activities that are learner centered can support and form synergies with more traditional learning forms. To support effective teaching and learning of Immunological related content at postgraduate level for classes with students with mixed experiences of Immunology education, integration of active learning and teaching strategies into postgraduate clinical sciences education are needed. The purpose of this work was to explore and assess the impact of Immunological based peer-teaching within a blended learning environment for postgraduate clinical health sciences students. Face-to-face Immunology teaching sessions for the postgraduate Pathophysiology course were delivered with the incorporation of short peer teaching sections allocated throughout the in-class session time. Instructions were carefully presented to ensure clarity and that communication was culturally appropriate for all students. Students demonstrated marked improvements in their understanding, memory recall of immunological concepts in addition to improved in-class engagement and when responding to in-class questions. In addition to enjoying the session time in class, improved confidence regarding immunological content covered in class was also noted. The integration of clinically active learning and teaching strategies such as Immunologically based peer teaching within postgraduate clinical sciences education.