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• Integrating students' interactive participation in the teacher-led demonstration would add more inspiration, enthusiasm and motivation. • Competency-based Peyton's four-step approach is effective in improving students' skill acquisition and retention. A student-friendly atmosphere and interactive learning experience enhance students' motivation and skill acquisition. Thus, integrating students' interactive participation in the teacher-led demonstration would add more enthusiasm and motivation. To determine the effect of integrating peer instructions and assessment with competency-based four-step approach on wound dressing skill acquisition and motivation among nursing students. A quasi-experimental, two-group pretest-posttest study was carried out at the skill labs of the College of Health and Sport Sciences. A convenience sampling of 121 nursing students were assigned to two groups; the control group received the traditional Peyton's 4-Steps-Approach (P4-SA). These steps included (a) demonstration; teacher performed the complete skill without comments or explanation, (b) deconstruction; teacher performed every sub-step slowly with detailed explanation, (c) comprehension; teacher performed the skill for third time, following the student's instructions and explanation of every sub-step, (d) execution; student described and execute the skill step by step simultaneously (n = 59). While the study group received the modified P4-SA approach where peer learning and peer assessment were applied in step 4 (n = 62). The study revealed that 71.0% of students in the study group obtained good total percent skills scores immediately after receiving the intervention, compared to 18.6% of those in the control group (p<0.001). Moreover, 93.5% had good total percent scores of skills after eight weeks of the intervention, compared to only 46.6% of those in the control group (p< 0.001). Regarding motivation, students in the study group also reported higher intrinsic and extrinsic goal orientation, task value, self-efficacy for learning and performance, and test anxiety control of learning beliefs. Integrating a student-centered teaching approach effectively promoted their motivation while performing complex nursing competencies such as wound dressing and facilitating skill acquisition and retention. Therefore, nursing educators could utilize their educational toolkit with various strategies for empowering nursing students' active participation in their learning. [ABSTRACT FROM AUTHOR]

• Basic simulation helped to internalise theoretical knowledge and to gain confidence. • Peer-assisted learning simulation (SPL) increased student self-confidence. • SPL increased the capacity to predict clinical changes in patients. • SPL made students feel better prepared to look after real patients. • Internal consistency of the scale assessing simulation characteristics was high. Standardized patient simulations are an effective method for acquiring skills and knowledge. The purpose of this study was to explore nursing students' perceptions of the learning methods used in clinical simulation. A cross-sectional study was conducted evaluating two different clinical simulations: 1) basic simulations, where the actor/patient was the teacher, the simulations were performed in pairs, and the rest of the students were present in the same classroom; and 2) simulation-based peer-assisted learning, where the actors/patients were third-year students, the simulations were performed individually, and the rest of the students watched them from another classroom via a video recording system. In terms of their perceptions, both types of simulation scored 4.4 out of 5 on the Student Perception of Clinical Simulation tool (SD ±0.7 and ±0.8, respectively). In addition, the results of the characteristics of each simulation are presented. Basic simulations helped students to internalize theoretical knowledge and gain confidence. Peer-assisted learning based on simulations increased their self-confidence and ability to predict clinical changes in patients. As a result, they felt better prepared to care for real patients. The use of both simulation modalities is a flexible method that can be adapted to educational needs. [ABSTRACT FROM AUTHOR]

Student pharmacists may increase the knowledge and comfort level of student nurses and student physicians through peer-assisted teaching (PAT) on insulin management for patients with type 2 diabetes mellitus. Fourth-year student pharmacists completing their primary care rotation provided instruction to third-year student nurses and third-year student physicians on the selection, dosing, administration, and counseling of insulin products in type 2 diabetes. Learners were asked to complete a pre- and post-survey to determine comfort level and knowledge before and after the educational experience. A total of 200 student nurses and student physicians were included in the analysis. All but two questions from the pre- to post-survey resulted in a statistically significant increase in the number of respondents who agreed or strongly agreed with the statements. In both the pre- and post-survey, >90% of participants agreed or strongly agreed that pharmacists add value to the medical team. An overwhelming majority of students indicated that this learning experience would assist them with making clinical decisions regarding insulin therapy for patients with type 2 diabetes during clinical rotations. The education provided by student pharmacists improved knowledge and confidence in selecting, dosing, administering, and counseling on insulin products, but not with adjusting therapy. Although the student nurses and student physicians valued pharmacy prior to the study, their willingness to reach out to pharmacists increased. This study demonstrates the usefulness of PAT for collaboration between healthcare professional students for improved knowledge and confidence to ultimately enhance patient-centered care. • Student nurses and student physicians felt they would reach out to a pharmacist or pharmacy student for assistance. • A majority of learners agreed that pharmacists and/or pharmacy students add value to the medical team. • Most learners could correctly recognize an appropriate candidate for insulin therapy at the end of the educational session. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Taibah University Medical Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Universities offering accredited medical imaging degrees must ensure their graduates can deliver radiographic services including computed tomography (CT). On-campus high-fidelity simulation can potentially facilitate this learning outside the clinical environment yet there is a paucity of research validating its benefits in relation to diagnostic CT. A pragmatic multiple methods approach tested for differences in knowledge acquired from two high-fidelity CT simulation environments and explored student perceptions of the learning activities. Third year radiography students (n = 62) were randomly assigned to two groups prior to undertaking a CT placement. Group 1 completed learning activities on a remote-access CT scanner (RA) with peer-assisted learning (PAL). Group 2 completed identical tasks on a local-access CT scanner (LA) facilitated by a CT radiographer. RA students were offered additional scan time if so inclined. Students' CT knowledge was assessed pre- and post-clinical placement. Students were surveyed about their learning experiences. Assessment data was analysed via an ANOVA and survey data via descriptive statistics, t-test and thematic analysis. Assessment results demonstrated no significant difference in CT knowledge between the groups (F(1,60) = 0.3, p = 0.6). There was significant improvement in assessment scores between the pre- and post-clinical period for both groups (F(1,60) = 37.4, p < 0.001). Four themes emerged: remote versus local-access capabilities, facilitation versus PAL, use of a real scanner, and preparedness for the learning activity. CT knowledge acquisition via RA with PAL is comparable to LA with facilitation. Students reported increased satisfaction and confidence in CT skills via facilitated LA compared to RA students with PAL. Opportunity for CT knowledge acquisition is now available outside of the clinical centre via remote-access. PAL requires in-depth training of the peers in technologically rich learning environments. [ABSTRACT FROM AUTHOR]

Nursing students can find clinical learning to be challenging, unpredictable and stressful. To address this problem, this study integrated Mindfulness into Peer-assisted Learning (PAL) for nursing clinical education and investigated the feasibility and effectiveness on improving student participants' emotional reactions, and explored the perception and experience towards the programme. This quasi-experimental, repeated-measure, mixed methods study was conducted in a convenience sample of 126 Year 2 and Year 3 university nursing students. The participants engaged in an online mindfulness peer-assisted learning (PAL) programme that consisted of mindfulness practice, senior students sharing their experiences, and peer-assisted group learning. Emotional status (in terms of depression, anxiety and stress), burnout and self-efficacy were measured at baseline, 8 weeks after programme commencement and immediately after programme completion. Linear mixed-effects models and an intention-to-treat analysis were used to investigate changes in the dependent variables over time. Thirty-nine participants were also invited to engage in semi-structured interviews to explore their learning experiences in the programme. The programme significantly improved the participants' self-reported self-efficacy (β = 1.44, 95 % confidence interval (CI): 0.58 to 2.30, p = 0.001) and decreased their level of burnout (β = −2.31, 95 % CI: −3.24 to −1.38, p < 0. 001) but did not significantly alleviate their depression, anxiety or stress across time (p > 0.05). Three themes emerged from the qualitative data, namely 1) nurturing self-care capacity through mindfulness; (2) empowering essential skills for clinical placement; (3) maintaining momentum alongside various challenges and enablers. The mindfulness PAL programme may facilitate nursing students' clinical preparedness. Further trials are recommended to investigate its applicability and use in clinical nursing education. [ABSTRACT FROM AUTHOR]

Students' acceptance of peer feedback (PF) in health professions education has been mixed because of doubts about its quality and accuracy. Providing peer tutor (PT) training in giving effective feedback may increase the quality of PF. To analyse the (1) quality and (2) accuracy of near-PF provided to first-year nursing students after simulated practice and (3) evaluate the discrepancies between what faculty, PTs and clinical staff teach about certain nursing skills by analysing PT–student feedback discussions. Qualitative study using content analysis. This study was conducted in a simulation centre in a Singapore university during first-year undergraduate nursing students' laboratory lessons. Near-PT (second- to fourth-year undergraduate nursing students). Near-PTs received virtual training on providing structured feedback. They provided in-person PF to first-year nursing students after simulated practice of a technical nursing skill. PF was audio recorded. Quality was determined by PTs' adherence to the proposed PF structure and the Debriefing Assessment for Simulation in Healthcare–Rater Version Short Form (DASH-RV-Short) scores. Directed content analyses were also conducted to qualitatively evaluate PF quality based on DASH-RV-Short, PF accuracy and discrepancies in content taught for each nursing skill. Most PTs evaluated the skill chronologically or focused on the mistakes made instead of following the PF structure. DASH-RV-Short scores were 'good' for most elements because PTs gave specific suggestions and justified them, ensured students' psychological safety, and used effective verbal communication. PF was mostly accurate, but expectations relating to each nursing skill differed among the PTs, faculty and clinical staff. With training, senior nursing students can provide specific and detailed feedback to their juniors, which may fill the gap for timely and specific feedback in health professions education. Future PT training programmes should clarify common variations and mistakes in skills performance to ensure PTs and faculty tutors agree on what students should learn. [ABSTRACT FROM AUTHOR]

A three-phased, mixed-methods study was conducted to explore the experiences of undergraduate radiotherapy students and their supervising practice educators within U.K. radiotherapy practice placement. Qualitative data were gathered from focus groups/interviews with volunteer participants to elicit in-depth perceptions about experiences of practice placement. Data were transcribed, verbatim, and manually coded and analysed by the researcher using the applied research methodology of framework analysis, enabling the investigation of the a priori theme 'practice placement model', and recommendations were made for improvement. Two radiotherapy placement models are confirmed, i.e. the single student model, and the paired student model, and advantages and disadvantages are identified for each. Study findings suggest that neither radiotherapy model is superior to the other in terms of placement education and experience. Previous and current experience of either model appears to bias students and practice educators towards that model, despite recognition of its disadvantages. The experiences of students and practice educators using the radiotherapy models are consistent with the experiences of other AHPs and nursing using similar practice placement models. It is recommended that all students should have access to peer-assisted learning on placement to improve critical thinking skills, to enable time for reflection, and to consolidate learning. • Radiotherapy practice placement models are comparable to those used in other healthcare professions. • Radiotherapy practice educators and students prefer the model with which they are most familiar, despite its disadvantages. • Peer assisted learning is essential for all radiotherapy students, regardless of placement model. [ABSTRACT FROM AUTHOR]

Academic support in the form of formal, peer-led study groups was initiated at a four-year college of pharmacy utilizing paid group facilitators and a student program coordinator under the direction of the Associate Dean for Student Affairs. This study's purpose was to assess the first year of this program from the viewpoints of the student participants, study group facilitators, and faculty. Student, study group facilitator, and faculty perceptions of the study group initiative were collected following the first year of operation via cross-sectional surveys and qualitative content analysis. Surveys addressed the perceived value of study groups and their impact on study habits, supportive relationships, and professional growth. A five-point Likert scale was used to note participants' level of agreement with each survey item, while open-ended questions gathered subjective feedback. The mean, standard deviation, and frequency were calculated for each survey item across the three participant groups and qualitative themes from free-responses were identified. Student survey responses overwhelmingly supported the value and continuation of study groups (93% to 100% agreed or strongly agreed), with both participants and facilitators expressing enthusiasm for the program. Facilitators felt adequately trained (85.7%) and that their roles positively influenced their professional development (85.7% to 100%). Faculty respondents agreed that the program was valuable and should be continued. Overall, students and facilitators perceived study groups to be valuable in supporting the academic success of pharmacy students. [ABSTRACT FROM AUTHOR]

Abstract Technology-enabled personalized systems of instruction (PSI) could streamline resource-intensive instructional strategies, potentially easing their delivery and accelerating student learning. This study evaluated the effectiveness and efficiency of a PSI that incorporated adaptive assessment, incremental rehearsal, and peer-assisted learning to teach sight words. Participants in grades 1–3 were randomly assigned to either a control condition or treatment condition. In the treatment condition, participants engaged in the PSI in dyads, working at their instructional level with minimal adult supervision. Compared to the control condition, target learners engaging in the PSI acquired previously unknown sight words, then maintained and generalized the words 30 days post-intervention with a moderate main effect (β = 0.28). On average, participants rated the PSI as positive or very positive. The potential for PSIs to make instructional activities more efficient, effective, and individualized is discussed. [ABSTRACT FROM AUTHOR]

Studies on Child x Instruction interactions show that learning growth depends on the fit of instruction to students' abilities. This study investigates short- and long-term effects of combining learning progress assessment (LPA) as a tool for teachers to constantly monitor their students' progress with differentiated reading instruction to address students' individual needs on reading fluency and reading comprehension. The study was conducted in German elementary school classrooms. Third grade classrooms ( n  = 28) were randomly assigned to either an LPA group with differentiated instruction or a control group (CG). Students in the treatment group showed higher growth in reading fluency than students in the CG ( d  = .30). The effect was stable over the two-year period of the study. Students with lower reading skills benefited more from the treatment. No effects were found on reading comprehension. Results are discussed with regard to teachers’ use of data to differentiate instruction. [ABSTRACT FROM AUTHOR]

Despite greater efforts made over recent years to teach animal nutrition to veterinary students, more needs to be done to develop teaching methods and improve education on equine nutrition. The flipped classroom and peer-assisted learning (FC/PAL) approach is a teaching technique suggested to support learning; however, research into FC/PAL in veterinary education is scarce and little is known about students' views on this approach. This study examined the results of a questionnaire administered to assess veterinary students' perceptions of/views about the suitability of FC/PAL applied in an equine nutrition course. Correlation analysis of students' responses to questionnaire items and principal component analysis (PCA) was performed to analyze the variability in student perceptions. The results showed that although half the students reported to be uninterested in equine nutrition, most expressed positive attitudes towards FC/PAL. Comparing the perceptions/views towards FC/PAL among low and high achievers, a significant difference was found for the item considering the duration of FC/PAL (P =.002). Correlation analysis between questionnaire items showed a predominance of positive moderate correlations among high achievers and weak correlations among low achievers. PCA revealed three important findings. First, student interest towards equine nutrition explains the response variability among low achievers. Second, there was significant agreement among almost all high achievers regarding the duration of the FC/PAL. Third, in the item evaluating the usefulness of collaborating with peers, disagreement was only found among low achievers. In summary, a flipped classroom combined with the same level peer-assisted learning appears to encourage student interaction and collaboration in the classroom. [ABSTRACT FROM AUTHOR]

Students enrolled in medical, nursing and health science programs often participate in experiential learning in their practical classes. Experiential learning includes peer physical examination and peer-assisted learning where students practise clinical skills on each other. Objectives To identify effective strategies that enable ethical experiential learning for health students during practical classes. Design A narrative review of the literature. Data Sources Pubmed, Cinahl and Scopus databases were searched because they include most of the health education journals where relevant articles would be published. Review Methods A data extraction framework was developed to extract information from the included papers. Data were entered into a fillable form in Google Docs. Findings from identified studies were extracted to a series of tables (e.g. strategies for fostering ethical conduct; facilitators and barriers to peer-assisted learning). Themes were identified from these findings through a process of line by line coding and organisation of codes into descriptive themes using a constant comparative method. Finally understandings and hypotheses of relevance to our research question were generated from the descriptive themes. Results A total of 35 articles were retrieved that met the inclusion criteria. A total of 13 strategies for ethical experiential learning were identified and one evaluation was reported. The most frequently reported strategies were gaining written informed consent from students, providing information about the benefits of experiential learning and what to expect in practical classes, and facilitating discussions in class about potential issues. Contexts that facilitated participation in experiential learning included allowing students to choose their own groups, making participation voluntary, and providing adequate supervision, feedback and encouragement. Conclusion A total of 13 strategies for ethical experiential learning were identified in the literature. A formal process for written consent was evaluated as effective; the effectiveness of other strategies remains to be determined. A comprehensive framework that integrates all recommendations from the literature is needed to guide future research and practise of ethical experiential learning in health courses. [ABSTRACT FROM AUTHOR]

Introduction Peer teaching is a well-established teaching method in medical education. During the 2012/13 winter term, the Institute of Anatomy and Cell Biology in Ulm, Germany, introduced a longitudinal didactics program (“Train the Tutor”: TtT) to train student tutors as near-peer teachers (NPT) in the dissection course (DC). Twenty-three of 38 tutors participated in the programme. Our study describes the educational concept and the NPTs’ activities in the dissection course. Methods NPTs documented their activities on a daily basis in the form of semi-structured reports. A total of 575 reports were quantitatively and qualitatively analysed. Free-text analysis was performed using Grounded Theory followed by code quantification of all indications (n = 1868). Results NPTs spend 61% of their time dissecting by themselves or supervising the tutee’s dissection process. Organisational tasks had a larger share at the beginning of the course. Just before examinations the proportion of time spent giving feedback rose. Of all positive indications, 45% described experiences working with the tutees. In contrast, 68% of all negative indications were characterized by a self-critical reflection on their own activities. NPTs included all learning domains in their teaching, substantially functioning as teachers and role models to convey particular attitudes. Conclusion TtT-Trained Tutors (NPT) clearly met the requirements of a practical course and adjusted their activities in response to the course’s progress. NPTs were concerned about their tutees’ attitudes and may need more professional support within the TtT program regarding this. [ABSTRACT FROM AUTHOR]

Summary Introduction Peer teaching is widely applied in medical education, anatomists having a notably long tradition in cooperating with student tutors in the dissection course. At Ulm University we established an intensified concomitant didactic training program for student tutors and investigated possible effects on their tutees’ academic performance and tutor evaluation. Methods In winter semester 2012/13 all student tutors of the dissection course were invited to participate in the “Train-the-Tutor” educational program. 1 1 Horneffer, A., Fassnacht, U., Oechsner, W., Boeckers, A. 2013. Vom Lernenden zum Lehrenden: Das Ulmer Programm “Train the Tutor”. Vortrag auf der Jahrestagung der GMA in Graz 26.-28.09.2013, German Medical Science GMS Publishing House. DocV07_03. DOI: 10.3205/13gma189, URN: urn:nbn:de:0183-13gma1897. Test results and failure rates of 149 tutees who had been supervised by program participants ( n = 14) and 136 tutees of not participating tutors ( n = 13) were analyzed, as well as data on tutor evaluation and learning behavior of 235 (82%) of these tutees. Results Overall, both groups of tutees showed equal learning behavior and evaluated their tutors’ performances similarly. However, tutees of program participants consistently obtained better examination results (median: 1.9 versus 2.2 in overall scores) and lower ultimate failure rates (13.4 versus 17.6% of students failed, respectively). Discussion An intensified didactic training program for student tutors may help their tutees to pass the gross anatomy course. Additional studies are necessary to objectify and further investigate this effect in order to optimize the concept regarding time expenditure and costs. [ABSTRACT FROM AUTHOR]

Background Flexible online programs are becoming increasingly popular method of education for students, allowing them to complete programs in their own time and cater for lifestyle differences. A mixture of delivery modes is one way which allows for enhanced learning. Peer learning is another method of learning which is shown to foster collaboration and prepare healthcare students for their future careers. This paper reports on a project to combine peer and online learning to teach pharmacology to nursing students. Objectives To explore undergraduate nursing student opinions of working in peer groups for online learning sessions in a pharmacology course. Design A qualitative study utilising a self-reported questionnaire. Setting A rural campus of an Australian university. Participants Second year nursing students enrolled in a Bachelor of Nursing Program. Methods A hard copy questionnaire was distributed to all students who attended the final semester lecture for the course. Content analysis of open-ended survey questions was used to identify themes in the written data. Results Of the 61 students enrolled in the nursing subject, 35 students chose to complete the survey (57%). Students reported a mixed view of the benefits and disadvantages of peer online learning. Sixty 6% (66%) of students liked peer online learning, whilst 29% disliked it and 6% were undecided. Convenience and ease of completion were reported as the most common reason to like peer online learning, whilst Information Technology issues, communication and non-preferred learning method were reasons for not liking peer online learning. Conclusion Peer online learning groups’ acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience. [ABSTRACT FROM AUTHOR]

Peer-assisted learning (PAL) as an educational philosophy benefits both the peer-teacher and peer-learner. The changing role of paramedicine towards autonomous and professional practice demands future paramedics to be effective educators. Yet PAL is not formally integrated in undergraduate paramedic programs. We aimed to examine the effects of an educational intervention on students' PAL experiences as peer-teachers. Two one-hour workshops were provided prior to PAL teaching sessions including small group activities, individual reflections, role-plays and material notes. Peer-teachers completed the Teaching Style Survey, which uses a five-point Likert scale to measure participants' perceptions and confidence before and after PAL involvement. Thirty-eight students were involved in an average of 3.7 PAL sessions. The cohort was predominated by males (68.4%) aged ≤ 25 (73.7%). Following PAL, students reported feeling more confident in facilitating tutorial groups (p = 0.02). After the PAL project peer-teachers were also more likely to set high standards for their learners (p = 0.009). This PAL project yielded important information for the continual development of paramedic education. Although PAL increases students' confidence, the full role of PAL in education remains unexplored. The role of the university in this must also be clearly clarified. [ABSTRACT FROM AUTHOR]

BACKGROUND: The aim of this study was to investigate a novel resident education model that turns the traditional surgical hierarchy upside down, termed a ''reverse'' peer-assisted learning curriculum. METHODS: Thirty surgical topics were randomized between medical students and chief residents on each clinical team, with 1 topic being presented briefly during morning rounds. An exam evaluating junior residents' knowledge of these topics was administered before and after 1 month of presentations. A questionnaire was distributed to evaluate the junior residents' perceptions of this teaching model. RESULTS: Thirty-four residents participated. There was a significant improvement in the mean examination score (54 vs 74, P < .05). No significant difference was noted in the mean score differentials of topics presented by either the medical students or the chief resident (21 vs 18, P =.22). More than 80% of the residents responded positively about the effectiveness of this exercise and agreed that they would like to see this model used on other services. CONCLUSIONS: This study confirms the hypothesis that medical students can teach surgical topics to junior residents at least as effectively as their chief residents. [ABSTRACT FROM AUTHOR]

Student engagement is vital in achieving learning outcomes and improving students' motivation, involvement, and attitudes toward learning. The aim of this study was to identify the factors that affect student engagement in online learning in medical and health science colleges. A cross-sectional study was conducted among medical and health science students and faculty in May 2020. The Online Engagement Strategies Questionnaire was e-mailed to 370 students and 102 faculty members. The SPSS statistical software was used for the statistical analysis. Exploratory factor analysis was performed to identify the factors that affected the students' engagement in online learning. Composite scores were calculated for factors, separately for the student and faculty responses. Descriptive statistical analysis was performed for the student and faculty responses. The response rates of the students and faculty were 85.1% and 74.1%, respectively. The mean ages of the students and faculty were 20.6 and 44.6 years, respectively. Eighty-five percent of the faculty (n = 51) and 88.3% (n = 278) of the students found that the use of technology in proper communication was an important strategy to engage students in online learning. The factor analysis revealed agreement between the students and faculty regarding the factors that support student engagement in online learning. Techno-pedagogical skills were considered very important for faculty and important for students. For both faculty and students, self-directed learning skills were important, and peer-assisted learning (PAL) was fair symmetry. Nevertheless, collaborative learning (CL) was fairly symmetry to students and important to faculty. To enhance student engagement in online learning, faculty members should consider improving their techno-pedagogical skills. Moreover, by incorporating self-directed learning, CL and PAL will support student engagement. Finally, faculty development, updating of course design, and institutional policies are all required to support online learning. [ABSTRACT FROM AUTHOR]

Summary: Background: Peer assisted learning is growing internationally as a beneficial pedagogical strategy in health care and tertiary education. Therefore having instruments such as the Clinical Teaching Preference Questionnaire (CTPQ) with strong measurement properties to use in educational research is vital. Objectives: To investigate the factor structure of the CTPQ when completed by a group of respondents from a large Australian university. Methods: Data from the CTPQ completed by first year undergraduate nurses were analysed with a factor analysis using a Principal Axis Factoring (PAF) with Oblique Oblimin rotation. Findings: A total of (n =265) first year undergraduate nursing students participated in the study. The vast majority of the participants were female 89% (n =236) and aged between 17 and 21years of age 74% (n =197). Factor analysis of the 10 items revealed two factors with eigenvalues above 1, accounting for 68.3% of the total variance. Items with loadings greater than±.30, with the factor in question, were used to characterise the factor solutions. Conclusions: Findings from the exploratory factor analysis provide preliminary results that the CTPQ has adequate construct validity and reliability. This offers those involved in peer-assisted teaching and learning with a practical and usable instrument. [Copyright &y& Elsevier]

Abstract: A five-month exploratory study was conducted with iOS mobile devices in two Toronto area schools with students in grades 7 through 12. Both classrooms were identified as Special Education classes by the Ontario Ministry of Education, and each student was identified as having exceptionalities requiring additional support and differentiation within the curriculum to support their success. Participants used MyVoice, a mobile application that is customizable through a website, which allows users to input vocabulary words and link words with pictures. The application can also be used to speak on behalf of users. Based on findings that technology perceived to be ‘fun’ by students has the potential to improve motivation in learning contexts, we aimed to (i) assess the degree to which the use of iOS devices and the MyVoice application affects attention and motivation levels for students with special needs, and (ii) identify factors that had the greatest influence on the integration of the technologies with existing curricula. Results indicated a strong potential for successfully integrating mobile technology within special needs classrooms, with a high-degree of student support for using mobile devices to enhance classroom experiences. The results also highlighted the challenges of incorporating these technologies into curriculum in terms of practicality, teacher comfort, and the limitations of the device. We find that the differentiation enabled by the multi-modal features of the application and device has positive outcomes on student perception of success, and that increased self-confidence in areas of the curriculum fostered a more robust sense of community among special needs students. We conclude with study implications for information processing theory. [Copyright &y& Elsevier]

Abstract: This study investigated the effects of reciprocal peer tutoring (RPT) on student achievement, motivation, and attitudes. Four sections of an educational technology course were randomly assigned to one RPT and one non-RPT group. Participants in the RPT group were then randomly assigned to groups to tutor and support each other while participants in the non-RPT group worked individually. The results suggested that the RPT and non-RPT groups did not differ on student achievement and motivation. Findings concerning student attitudes revealed that what students liked about RPT were helpful group members, opportunities to work in groups, feedback from groups, the comfort that RPT provided, and knowledge sharing. What students disliked about RPT were the unnecessary work and lack of interaction. [Copyright &y& Elsevier]

Copyright of Zeitschrift für Ärztliche Fortbildung und Qualität im Gesundheitswesen is the property of Elsevier GmbH, Urban & Fischer Verlag and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes the design and implementation of a student centered course in advanced undergraduate computer graphics. Instead of providing students with all necessary background before exposing them to recent research, students start with the latest SIGGRAPH proceedings and discover what topics they need to learn to understand them. The power of the group of students is exploited by having each student write a tutorial on one of the topics. Students then trade these written tutorials before being tested on the SIGGRAPH papers themselves. The course aims to nurture lifelong learning skills as well as an understanding of state of the art methods in computer graphics. [Copyright &y& Elsevier]

Peer-assisted learning has an important place in the delivery of health care education with benefits for both the learners and the peer teachers. Simulation-based learning (SBL) is evolving in healthcare professions training and academic programs as a modality that conveys realism and fidelity through immersion. The primary aim was to compare physiotherapy student's motivation to learn between a conventional faculty-led SBL activity and the same SBL activity delivered by trained final year physiotherapy peer tutors. Physiotherapy students from two Universities (n = 226) undertook a SBL learning activity (either faculty led or peer led) and completed the Instructional Materials Motivation Scale questionnaire to assess motivation to learn. There was a high level of learner motivation in all learning groups, with significantly higher learner satisfaction (p < 0.001) and lower attention (p < 0.001) in student-led SBL than faculty-led SBL. This study has highlighted the potential to incorporate peer-assisted and simulation-based learning together in the development of future educational activities in health care training. • There are benefits to peer-assisted simulation-based learning activities. • Benefits include enhanced learner motivation and satisfaction. • Peer-led simulation-based learning activities may reduce faculty teaching load. [ABSTRACT FROM AUTHOR]

Background Peer-assisted learning provides a means through which individuals can learn from one another through a reciprocal process. Radiographic image interpretation skills are fundamental to both diagnostic radiography students and medical students due to their shared role in preliminary evaluation of conventional radiographic images. Medical students on graduation, may not be well prepared to carry out image interpretation, since evidence suggests that they perform less well than radiographers in e.g. Accident and Emergency situations. Method A review of literature was conducted exploring the application of peer-assisted learning within diagnostic radiography and health education more widely as well as the practice of initial image interpretation. An extensive and systematic search strategy was developed which provided a range of material related to the areas. Findings An overview was obtained of the effectiveness of peer-assisted learning and the issues associated with development of image interpretation skills and a degree of discrepancy was identified between the two cohorts regarding their interpretative competence and confidence. This inconsistency may create an opportunity to apply peer-assisted learning, better preparing both disciplines for the practical application of image interpretation skills. Conclusion The review identified the lack of a substantial evidence base relating to peer-assisted learning in radiography. Peer-assisted learning is not widely embraced in an interprofessional context. Multiple positive factors of such an intervention are identified which outweigh perceived negative issues. Student teacher and learner may benefit as should the clinical service from enhanced practitioner performance. The findings justify further research to develop the evidence base. [ABSTRACT FROM AUTHOR]