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There is a lack of feasible, standardized approaches to enhance postgraduate academic experience using active learning in current resource-constrained higher education (HE). We developed and implemented a novel peer-based small-group tutorial model derived from separate strands of pedagogical theory and evidence.Designed to be mutually beneficial, the model was tested through delivery of 5-6 hourly sessions to tutorial groups comprising postgraduate taught student tutees (n = 101) and postgraduate research tutors (n = 24; senior peers) from a psychology faculty of a UK Russell Group university. Mixed-methods pre-post assessments included bespoke and standardized questionnaires plus thematic analysis of written feedback.Benefits were reported by both tutors and tutees, including increased motivation and knowledge, praise of the flexible and interactive environment. Tutees experienced general and specific learning improvements, while tutors’ confidence and enjoyment in teaching increased.Our validation of a clearly-articulated model for effective senior/junior-peer tutorial delivery progresses knowledge of small-group learning and may enhance academic experiences for our learners and future teachers.

Domestic violence (DV) is a major public problem affecting 30% of women over 16. Three quarters of victims have violence to the head and neck, and therefore the role of the dentist is paramount in DV identification. Only one-third of dental schools in the UK include DV in their curricula and there is a need to introduce effective education for the whole profession. This study reported the results of an anonymous questionnaire delivered to an international senior academic and professional audience and a subsequent roundtable discussion of experts who considered issues and education surrounding DV. A 10 question survey was administered to an international audience from 14 countries with specific interests in education. It followed an introductory lecture on DV, and gathered on-the-spot feedback of the audience’s perceptions of the problem of DV and dental education. The results were collated and used to inform the expert roundtable group that aimed to discuss professional responsibility, dental education and training in DV, and potential further work. Fifty-seven questionnaires were returned from participants spanning 14 countries, though comparing the views of different groups in the survey was not possible, as this was anonymous and voluntary feedback. Only 42% of the audience considered that DV was sufficiently covered by the dental curriculum with a lack of certainty over professional responsibility. The roundtable group of 11 senior academics and professionals from five countries felt that dental professionals were well place to intervene in DV and have a responsibility to do so. They could potentially break the cycle of events. Embedding key knowledge in undergraduate curricula and continuing professional development training was considered essential to create a safe environment for screening and referral. A well-designed online course was perceived as an effective way of delivering such training. DV is a widespread and serious problem that can be identified by dental professionals. However, there are gaps in training that need to be addressed, and could facilitated by a well-designed online course.