702 results on '"Peer-assisted learning"'
Search Results
202. Peer-assisted learning model enhances clinical clerk's procedural skills.
- Author
-
Huang, Chia-Chang, Hsu, Hui-Chi, Yang, Ling-Yu, Chen, Chen-Huan, Yang, Ying-Ying, Chang, Ching-Chih, Chuang, Chiao-Lin, Lee, Wei-Shin, Lee, Fa-Yauh, and Hwang, Shinn-Jang
- Subjects
LEARNING ,ADULT learning ,CATHETER industry ,PUBLIC health - Abstract
Background Failure to transfer procedural skills learned in a laboratory to the bedside is commonly due to a lack of peer support/stimulation. A digital platform (Facebook) allows new clinical clerks to share experiences and tips that help augment their procedural skills in a peer-assisted learning/teaching method. This study aims to investigate the effectiveness of the innovation of using the digital platform to support the transfer of laboratory-trained procedural skills in the clinical units. Methods Volunteer clinical clerks (n = 44) were enrolled into the peer-assisted learning (PAL) group, which was characterized by the peer-assisted learning of procedural skills during their final 3-month clinical clerkship block. Other clerks (n = 51) did not join the procedural skills-specific Facebook group and served as the self-directed learning regular group. The participants in both the PAL and regular groups completed pre- and post-intervention self-assessments for general self-assessed efficiency ratings (GSER) and skills specific self-assessed efficiency ratings (SSSER) for performing vein puncture, intravenous (IV) catheter and nasogastric (NG) tube insertion. Finally, all clerks received the post-intervention 3-station Objective Structured Clinical Skills Examination (OSCE) to test their proficiency for the abovementioned three procedural skills. Results Higher cumulative numbers of vein punctures, IV catheter insertions and NG tube insertions at the bedside were carried out by the PAL group than the regular group. A greater improvement in GSERs and SSSERs for medical procedures was found in the PAL group than in the regular group. The PAL group obtained higher procedural skills scores in the post-intervention OSCEs than the regular group. Conclusion Our study suggested that the implementation of a procedural skill-specific digital platform effectively helps clerks to transfer laboratory-trained procedural skills into the clinical units. In comparison with the regular self-directed learning group, the peer-assisted learning characteristics of Facebook give additional benefits to the PAL group by enhancing their procedural skills. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
203. Improving near‐peer teaching quality in anatomy by educating teaching assistants: An example from Sweden.
- Author
-
Johansson, Ellen, Holmin, Tobias E., Johansson, Bengt R., and Braide, Magnus
- Abstract
Peer‐assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full‐time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self‐learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ 11: 403–409. © 2018 American Association of Anatomists. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
204. Reciprocal peer coaching: A constructivist methodology for enhancing formative assessment strategy in tertiary education.
- Author
-
Matthewman, Lisa, Nowlan, Jenni, and Hyvönen, Katriina
- Subjects
- *
RECIPROCAL teaching , *FORMATIVE tests , *EDUCATIONAL tests & measurements , *POSTSECONDARY education , *BUSINESS education , *MANAGEMENT - Abstract
Reciprocal peer coaching (RPC) as a form of peer-assisted learning has an important part to play in formative assessment strategy. The primary objective of this article is to evaluate the effective use of RPC as a formative assessment strategy. A multi-method phenomenological research design was employed using purposive sampling. Seventy students completed a qualitative focused questionnaire survey asking them to reflect on their experiences of reciprocal peer-coaching relationships. Content analysis of student perceptions resulted in the emergence of key themes including; RPC relationship process, the learning process and cognitive skills development. Powerful learning gains were reported by participants, and were characteristic of a successful RPC relationships. Overall the RPC relationship can greatly enhance deep level learning and aid the transfer of theory into practice to inform academic debate on the use of constructivist methodology for enhancing the use of formative assessment strategy within undergraduate business education. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
205. Peer-Assisted Social Learning for Diverse and Low-Income Youth: Infusing Mental Health Promotion Into Urban After-School Programs.
- Author
-
Helseth, Sarah A. and Frazier, Stacy L.
- Subjects
- *
SOCIAL learning , *AFTER school programs , *PEER relations , *PROBLEM solving , *POOR youth , *MENTAL health services , *PSYCHOLOGY - Abstract
Community-based after-school programs (ASPs) can promote social competence by infusing evidence-based practice into recreation. Through collaborative partnership, we developed and implemented a peer-assisted social learning (PASL) model to leverage natural opportunities for peer-mediated problem-solving. ASP-Staff (n = 5) led elementary-school youth (n = 30) through 21 activities that partnered socially-skilled and less-skilled children; outcomes were compared to children (n = 31) at another site, via quasi-experimental design. Findings were mixed, including strong evidence for fidelity (adherence) and feasibility (attendance, participation, enthusiasm) of implementation. Relative to Comparison children, PASL children demonstrated improved social skills and behavior, but no changes in problem-solving, peer likability, or social network status. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
206. Collaborative learning with PeerWise.
- Author
-
Duret, Denis, Christley, Rob, Denny, Paul, and Senior, Avril
- Subjects
COLLABORATIVE learning ,UNDERGRADUATES ,VOCABULARY - Abstract
Building effective and supportive communities of practice in an asynchronous environment can enable students to learn from each other at their own convenient times without the need to meeting for discussing concepts. In an undergraduate course with a large amount of content to learn, working collaboratively to answer practice exam questions can help encourage deeper learning and understanding. This project examined whether exam performance can be positively influenced by online collaboration during revision and suggests that the quality of an individual's contribution has a direct effect on his/her subsequent exam performance. We compared two student cohorts' exam marks from their previous 3 years of exams with how they performed in Year 4 after using PeerWise (an online repository of multiple-choice questions that are created, answered, rated and discussed by students). In addition, we looked at the quantity and quality of their contribution in PeerWise to evaluate how this affected their fourth year exam performance. We confirmed that exam performance is improved by authoring questions in PeerWise, but found it is further enhanced by replying to, and commenting on, others' posts as well. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
207. Learning Together: The Instinct to Do Good and Peer-Assisted Strategies That Work.
- Author
-
Jellison, Judith A., Draper, Ellary A., and Brown, Laura S.
- Subjects
- *
LEARNING , *MUSIC education , *COGNITIVE development , *MUSIC teachers , *MUSIC students - Abstract
Children have a natural proclivity to teach, help, cooperate, and empathize with others, and these interactions can have positive benefits for children’s emotional, social, and cognitive development. This article is about ways music teachers can design peer-assisted music learning activities that will benefit everyone in the class and ultimately contribute to creating a classroom culture of inclusion. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
208. Peer assisted learning among Sri Lankan medical undergraduates: a cross sectional study.
- Author
-
de Silva, Nipun Lakshitha, Balasundaram Parththipan, Rodrigo, Chaturaka, Constantine, Godwin, Fernando, Sumadhya Deepika, and Rajapakse, Senaka
- Subjects
- *
MEDICAL students , *ACADEMIC achievement , *EXPERIENTIAL learning , *LEARNING ability , *MEDICAL education , *EDUCATION - Abstract
Objective: The objectives of this study were to; (a) evaluate the current practices of peer assisted learning among second year and final year medical students of Faculty of Medicine, University of Colombo, Sri Lanka; (b) identify reasons for engaging in peer assisted learning; (c) identify perceived weaknesses in current learning activities; and (d) determine student characteristics associated with engaging in peer assisted learning. Results: This cross sectional study interviewed two hundred and eighty-four eligible students. Average number of hours spent on peer assisted learning during a week was significantly greater among second year students compared to final year students (15.1 vs. 7.1 h, p < 0.05). Overall, female students were more likely to engage in peer assisted learning than male students. In second year, most common method of peer assisted learning was mass lectures offered by batch mates or seniors, while in final year it was group discussions. This reflected a transition to more focused, interactive, active learning among senior students. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
209. Simulation-Based Peer-Assisted Learning: Perceptions of Health Science Students
- Author
-
Hayat Saleh Al-Zahrani, Muna Aljahany, Fatimah Alhamadah, Haifaa Malaekah, and Wireen Leila T. Dator
- Subjects
Enthusiasm ,Medical education ,Process (engineering) ,media_common.quotation_subject ,interprofessional education ,Interprofessional education ,simulation-based learning ,Session (web analytics) ,Education ,Interactive Learning ,Peer assisted learning ,student teachers ,Concept learning ,Perception ,peer-assisted learning ,ComputingMilieux_COMPUTERSANDEDUCATION ,Advances in Medical Education and Practice ,teaching skills ,Psychology ,media_common ,Original Research - Abstract
Muna Aljahany,1 Haifaa Malaekah,2 Hayat Alzahrani,1 Fatimah Alhamadah,3 Wireen Leila Dator4 1Clinical Sciences Department, Faculty of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia; 2Department of Surgery, Dr.Sulaiman Alhabib Hospital, Altakhasussi, Riyadh, Saudi Arabia; 3Department of Surgery, King Abdullah bin Abdulaziz University Hospital, Riyadh, Saudi Arabia; 4Faculty of Nursing, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi ArabiaCorrespondence: Haifaa MalaekahPrincess Nourah Bint Abdulrahman University, Airport Road, Riyadh, 11564, Saudi ArabiaTel +966118238711Email h_malaika@hotmail.comObjective: Since 2010, simulation-based learning has become increasingly popular as a well-recognized method of learning used by medical undergraduates in clinical settings. However, the relatively new concept of simulation-based peer-assisted learning has not yet been widely accepted, so it has not been well documented. Therefore, this study evaluated the perceived advantages of simulation-based peer-assisted learning among health professions students and interns and their acceptance of this new concept of learning from a student-instructor.Methods: This was a pilot study conducted with 11 students in various health profession fields at Princess Nourah bint Abdulrahman University (PNU). The students were given a comprehensive lecture on simulation scenario development and were assigned to four separate interdisciplinary teams for a practical session on simulation scenario writing. Then, they each completed a questionnaire seeking their opinion concerning their experience and concept understanding.Results: The results confirmed the advantages of interprofessional simulation-based peer-assisted learning as it helped in understanding the process as perceived by the study participants. All students expressed their willingness and enthusiasm to use simulation as a technique for peer-assisted learning.Conclusion: The study affirms the importance of developing student teachersâ teaching skills at an institutional level. The future implementation of simulation-based peer-assisted learning is dependent on the studentsâ awareness of the concept. By exploring a new dimension of medical education, the student teachers could expand their horizon of exposure to holistic case management and interactive learning and equip themselves with practical communication skills to excel in a real-world setting.Keywords: peer-assisted learning, simulation-based learning, student teachers, interprofessional education, teaching skills
- Published
- 2021
210. An educational initiative to support the development of communities of practice in older people’s care home settings
- Author
-
Louise Jones, Kirsten Jack, and Claire Hamshire
- Subjects
Medical education ,Professional development ,Context (language use) ,Investment (macroeconomics) ,communities of practice ,older people ,Community of practice ,Incentive ,Work (electrical) ,nurse education ,Workforce ,peer-assisted learning ,Medicine ,Narrative ,Sociology ,care homes ,development - Abstract
Background: It is predicted that care home provision for older people will need to increase significantly over the next 30 years, requiring a skilled workforce that expands to meet this growing need. Innovative practice development strategies are required to support the existing workforce and provide incentives to help recruit new staff. Aim: This article aims to explore the use of the peer-assisted learning model to support the development of communities of practice in care home settings in an area of England. Method: Care home teams were invited to university-based workshops and their experiences of using peer-assisted learning were elicited through narrative telephone interviews undertaken with care home managers. Findings: Three overarching themes were identified relating to practice development: context, process and impact. Through peer-assisted learning, staff were empowered to share their expertise and knowledge with colleagues, resulting in enhanced communication, respect and person-centred resident care. Managers viewed peer-assisted learning as a sustainable, low-cost investment in staff development. Conclusion: This article contributes to practice development by presenting reflections on an innovative initiative to facilitate the use of peer-assisted learning in educational practices in the care home workforce. Combining the philosophies of community of practice and peer-assisted learning provides a model that can foster practice development in the care home setting. Further, this work can support the development of communities of practice that operate across care homes on a national/international basis. Implications for practice: This article describes a sustainable practice development model that can be used in the care home setting Grounding practice development in the philosophies of peer support and communities of practice can promote a climate of mutual respect and enhanced communication Improved communication and sharing of expertise within care home teams offers the potential for improved resident-centred care provision
- Published
- 2021
211. Integrating New Learning Methods into Equine Nutrition Classrooms: The Importance of Students' Perceptions.
- Author
-
Muca, Edlira, Cavallini, Damiano, Raspa, Federica, Bordin, Clara, Bergero, Domenico, and Valle, Emanuela
- Abstract
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]
- Published
- 2023
- Full Text
- View/download PDF
212. How to... train your skills goes digital! A project report on the development and implementation of practice-oriented digital student tutorials
- Author
-
Heimbach, M, Holzmann, K, Stein, P, Stief, L, Berberat, PO, Dirmeier, M, Heimbach, M, Holzmann, K, Stein, P, Stief, L, Berberat, PO, and Dirmeier, M
- Abstract
Objective: This project report outlines the development and implementation of digital tutorials ("How to... train your skills goes digital!") by peer tutors (TUTs) based on previously established in-person tutorials, as well as the subsequent combination of both approaches. The TUTs' objective, in spite of corona-related restrictions and strict hygiene requirements during the pandemic, was to provide fellow students with the opportunity to learn, practice and reflect on clinical-practical skills.Methodology: In a collaborative undertaking, the TUTs first analyzed the learning objectives of the in-person tutorials in order to be able to design content-matched digital tutorials without entirely abandoning the practical aspect. The Moodle learning management platform was selected as the appropriate tool for delivery of the relevant theoretical knowledge. Practical exercises are embedded in the digital tutorials during online meetings. The participants (PTs) create their own models in the sense of a home skills station based on instructions provided via Moodle. Acceptance was systematically documented via questionnaires.Results: The digital tutorials were well accepted by the PTs (n=64). Evaluation (response rate: 37.5%) outcomes were consistently positive. Both course implementation and the PTs' own progress were rated "good" to "very good". Nevertheless, the PTs do not yet feel well-prepared to carry out the various activities practiced independently.In the winter semester of 2020/21, the in-person tutorials were also reintroduced in a combined format. The marked demand for the tutorials may indicate the PT preference for practice on the simulation center models.Conclusion: The systematic combination of digital and in-person tutorials using the flipped classroom approach would appear to make sense in the long run. The effectiveness and sustainability of this approach in comparison with in-person tutorials only should be further investigated., Zielsetzung: Der vorliegende Projektbericht beschreibt die Entwicklung und Umsetzung digitaler Tutorien ("How to... train your skills goes digital!") durch studentische Tutor*innen (TUT) auf Grundlage bereits etablierter Präsenztutorien, sowie die anschließende Verschränkung beider Konzepte. Das Ziel der TUT war es hier, den Mitstudierenden in einer Phase der coronabedingten Ausgangsbeschränkungen und der intensivierten Hygieneauflagen dennoch die Möglichkeit zu geben, klinisch-praktische Fertigkeiten zu trainieren und zu reflektieren.Methodik: In einem gemeinsamen Prozess wurden zunächst die Lerngegenstände der Präsenztutorien von den TUT analysiert, um inhaltlich kongruente digitale Tutorien konzipieren zu können, ohne dabei völlig auf den praktischen Aspekt verzichten zu müssen. Zur Vermittlung der theoretischen Kenntnisse wurde das Learning Management System Moodle als geeignetes Instrument identifiziert. Die praktischen Übungen erfolgen innerhalb der Umsetzung der digitalen Tutorien während virtueller Meetings. Hierfür erstellen die Teilnehmenden (TN) nach einer über Moodle bereitgestellten Anleitung selbst Modelle im Sinne einer Home Skills Station. Die Akzeptanz wurde mittels Fragebogen systematisch erfasst.Ergebnisse: Die digitalen Tutorien werden bisher von den TN (n=64) gut angenommen. So zeigt ihre Evaluation (Rücklauf: 37,5%) durchweg positive Ergebnisse. Es werden sowohl die Kursdurchführung als auch der eigene Lernfortschritt durch die TN als gut bis sehr gut bewertet. Nichtsdestotrotz fühlen sich die TN auf die selbstständige Durchführung der jeweiligen Tätigkeiten noch nicht optimal vorbereitet.Im Wintersemester 2020/21 wurden auch die Präsenztutorien unter einer Verschränkung wieder eingeführt. Die starke Nachfrage nach diesen lässt möglicherweise auf die Präferenz der TN schließen, an den Modellen des Simulationszentrums zu üben.Schlussfolgerung: Die systematische Verschränkung von Digital und Präsenz im Sinne des Flipped Classroom Konzeptes ersche
- Published
- 2022
213. Exploring the Reactions of Peer Learners to a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement
- Author
-
Dennis, Diane, Parkinson, Stephanie, Cipriano, Lora, Mulvey, Ginny, Reubenson, Alan, Furness, Anne, Dennis, Diane, Parkinson, Stephanie, Cipriano, Lora, Mulvey, Ginny, Reubenson, Alan, and Furness, Anne
- Abstract
In response to the paucity of clinical placements available in 2020 due to the COVID-19 pandemic, alternate options for prelicensure students were necessary in order for them to complete the fieldwork required for graduation. In response, Curtin University replaced a faculty-led fully-simulated placement with a peer-assisted learning model. This incorporated final-year students acting as peer teachers to penultimate-year students, thus creating new learning and teaching placements for the final-year students. To our knowledge, this had never been done on such a scale before. Considering the importance of meeting learner expectations in the tertiary setting, the perceptions of peer learners around the innovation were important but unknown. This study used a prospective qualitative observational design that utilized feedback from peer learners relating to learning using the peer-assisted model. Peer learners provided written reflections that were analysed thematically. During November and December 2020, 171 penultimate-year physiotherapy students participated in one of two three-week placements, and 170 consented to participate in data collection. Qualitative data reflected several enablers and barriers to learning during the experience. These related to the peer teacher attributes, the provision of performance feedback, the learning environment, and the facilitation of clinical reasoning. Peer learners enjoyed the peer-assisted model, found peer teachers able to facilitate learning, and provided useful insights that will shape future placements. The success of the model supports repeating it in the future. This will maintain a bilateral exchange of peer-led clinical learning and teaching with diminished faculty supervisory workload.
- Published
- 2022
214. Observational Study Exploring the Efficacy and Effectiveness of a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement
- Author
-
Dennis, Diane, Cipriano, Lora, Mulvey, Ginny, Parkinson, Stephanie, Reubenson, Alan, Furness, Ane, Dennis, Diane, Cipriano, Lora, Mulvey, Ginny, Parkinson, Stephanie, Reubenson, Alan, and Furness, Ane
- Abstract
(1) Background: Immersive simulation-based learning is relevant and effective in health care professional pre-licensure training. Peer-assisted learning has reciprocal benefit for the learner and the teacher. A fully simulated model of fieldwork placement has been utilised at [de-identified] University since 2014, historically employing full-time faculty supervisors. Due to the COVID-19 pandemic in 2020, traditional clinical placement availability diminished. (2) Methods: This mixed-methods prospective observational study aimed to translate the existing faculty-led placement for penultimate-year physiotherapy students to a peer-taught model, thereby creating new teaching placements for final-year students. Final-and penultimate-year physiotherapy students undertook the fully simulated fieldwork placement either as peer learners or peer teachers. The placement was then evaluated using four outcome measures: The ‘measure of quality of giving feedback scale’ (MQF) was used to assess peer learner satisfaction with peer-teacher supervision; plus/delta reflec-tions were provided by peer teachers and faculty supervisors; student pass/fail rates for the penul-timate-year physiotherapy students. (3) Results: For 10 weeks during November and December 2020, 195 students and 19 faculty participated in the placement. Mean MQF scores ranged from 6.4 (SD 0.86) to 6.8 (SD) out of 7; qualitative data reflected positive and negative aspects of the experience. There was a 4% fail rate for penultimate-year students for the placement. Results suggested that peer learners perceived peer-led feedback was of a high quality; there were both positives and challenges experienced using the model. (4) Conclusions: Physiotherapy students effectively adopted a peer-taught fully simulated fieldwork placement model with minimal faculty supervision, and comparable clinical competency outcomes.
- Published
- 2022
215. Learning ideals: Critical reflections on a near-peer initiative at Leeds
- Author
-
Alison Ledger, Lydia Edwards, Drew Harding, Ken Hargreaves, and Sonal Mistry
- Subjects
Near-peer learning ,Peer-assisted learning ,Medical education intercalation ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
Previous definitions of peer-assisted learning portray the peer-teacher as a non-expert in teaching content and delivery. In this paper, we reflect on a near-peer initiative at our medical school which seems to depart from this definition. This initiative involves intercalating medical education students in the delivery of foundational sessions on professionalism for first year students for a full year, with individual supervision and support from an experienced teacher and extended medical education study. Reflections from a range of people involved are brought together to begin to understand the supportive features and challenges of near-peer teaching in our context and to identify areas for future research. These reflections highlight the potential for differences and contradictions in the ways that teachers and learners are understood within peer-assisted learning initiatives, and emphasize the need to consider the teaching context in peer-assisted learning scholarship.
- Published
- 2017
216. Peer-assisted learning - an antidote for spoonfeeding? Reflections on peer-assisted learning activites in a veterinary curriculum
- Author
-
Alison Reid, Rosie MacDiarmid, Emma Ormandy, Karen Noble, and Fay Penrose
- Subjects
Peer-assisted learning ,Collaborative learning ,Learning skills ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
Peer-assisted learning (PAL) is a potentially valuable teaching tool for students on veterinary and medical curricula, helping them to develop crucial learning, teaching and meta-adaptive skills (Lizzio & Wilson, 2004) which will serve them during their undergraduate studies and throughout their future careers. This reflective article describes experiences of PAL activities on a UK veterinary degree course, and discusses potential reasons for success and failure of such activities. Advice is given for anyone planning to implement, or reviewing their own experiences of PAL.
- Published
- 2017
217. Setting up and maintaining a dedicated student-led peer-assisted learning society: our experience and recommendations
- Author
-
Kristen Davies, Christiana Rousseva, Huzaifah Khojani, Natalia Kyrtata, Fatimah Khoda, and Joanna Heyworth
- Subjects
peer-assisted learning ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
Peer-assisted learning (PAL) is becoming increasingly popular within medical education, reflected by the amount of literature on the subject. There are numerous benefits of PAL for both teachers, students and faculty. At Lancaster Medical School, we decided to first investigate whether students wanted a student-led PAL society. Following the results, we set up the Lancaster University Peer-Assisted Learning Society (LUPALS) in 2013. Since its foundation, LUPALS has successfully provided over 100 teaching sessions to medical students at Lancaster Medical School. We have highlighted the important aspects of setting up our PAL society with reference to the evidence base and provided recommendations for others who are considering creating their own PAL society at their institution. We conclude that setting up LUPALS has been a successful venture and should act as encouragement for others who wish to do the same.
- Published
- 2017
218. Peer-Assisted History-Taking Groups: A Subjective Assessment of their Impact Upon Medical Students' Interview Skills
- Author
-
Keifenheim, Katharina Eva, Petzold, Ernst Richard, Junne, Florian, Erschens, Rebecca Sarah, Speiser, Natalie, Herrmann-Werner, Anne, Zipfel, Stephan, and Teufel, Martin
- Subjects
Undergraduate medical education ,medical students ,physician-patient relationship ,interpersonal relations ,medical history taking ,peer-assisted learning ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
Background and Objectives: Among the clinical skills needed by all physicians, history taking is one of the most important. The teaching model for peer-assisted history-taking groups investigated in the present study consists of small-group courses in which students practice conducting medical interviews with real patients. The purpose of this pilot study was to investigate the expectations, experiences, and subjective learning progress of participants in peer-assisted history-taking groups.Methods: The 42 medical student participants completed a 4-month, peer-assisted, elective history-taking course, which both began and ended with a subjective assessment of their interview skills by way of a pseudonymized questionnaire. Measures comprised the students’ self-assessment of their interview skills, their expectations of, and their experiences with the course and especially with the peer tutors. Results: Medical students’ most important motivations in attending peer-assisted history-taking groups were becoming able to complete a structured medical interview, to mitigate difficult interviewing situations, and to address patients’ emotional demands appropriately. By the end of the course, students’ self-assessment of both their interview skills and management of emotional issues improved significantly. Students especially benefitted from individual feedback regarding interview style and relationship formation, as well as generally accepted and had their expectations met by peer tutors. Conclusions: To meet the important learning objectives of history-taking and management of emotional issues, as well as self-reflection and reflection of student–patient interactions, students in the field greatly appreciate practicing medical interviewing in small, peer-assisted groups with real patients. At the same time, peer tutors are experienced to be helpful and supportive and can help students to overcome inhibitions in making contact with patients.
- Published
- 2017
- Full Text
- View/download PDF
219. A Preference for Peers over Faculty in the Pandemic Era: Development and Evaluation of a Medical Student-led Virtual Physiology Exam Review
- Author
-
Arina Alexeeva, Abigail R. Archibald, Joseph A. Breuer, and Milton L. Greenberg
- Subjects
Physiology education ,education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Medicine (miscellaneous) ,COVID-19 ,Remote learning ,Undergraduate medical education ,Innovation ,Peer-assisted learning ,Education - Abstract
In the middle of the COVID-19 pandemic, students at the University of California, Irvine, reimagined their peer-led, small-group, tutorial sessions into an online format. The virtual sessions improved student-reported understanding of physiological principles and reduced exam anxiety. Peer-led review remains a valuable resource in the era of virtual medical education.
- Published
- 2021
220. Using peer-assisted problem-based learning to develop business systems analysis skills: an experience report
- Author
-
Michael Lang
- Subjects
active learning ,business systems analysis ,information systems education ,computer science education ,problem-based learning ,Peer-assisted learning ,database systems - Abstract
This paper reports on the experiences of using peer-assisted problem-based learning (PAPBL) in a very large class of postgraduate students for an assignment spanning two complementary modules (Database Technologies and Systems Analysis). Students worked in teams of three. They were provided with a realistic business case study and required to generate data flow diagrams, UML diagrams, a fully normalised entity-relationship model, and SQL code to build the database. All teams were required to provide peer feedback on the draft solutions of two other teams, and in their final submission to explain how (or why not) they modified their work in response to peer suggestions. Each individual student was also required to write a reflection piece about their experience of working in a team and of receiving peer feedback. Additionally, they were asked to complete a survey seeking opinions on how PAPBL helped them to develop study skills, build confidence, make learning more enjoyable, clarify understanding of fundamental and complex concepts, consider and value the perspectives of others, and gain practical skills. Student feedback on the effectiveness of the lecturers in guiding the process was also sought. Quantitative and qualitative findings based on analysis of students’ experiences are presented, further backed up by the lecturers’ reflections on what worked well and what did not. non-peer-reviewed
- Published
- 2022
221. Students’ Perceptions on Reciprocal Peer Tutorial Assessment in an Undergraduate Course in Process Metallurgy
- Author
-
Elias Matinde
- Subjects
Peer-assisted learning ,collaborative learning ,disciplinary engagement ,tutorial assessment ,Education - Abstract
Tutorials play a key role in the teaching and learning of engineering sciences. However, the efficacy of tutorials as platforms for providing personal and academic support is continuously being challenged by factors such as declining faculty-to-student ratios and students’ under-preparedness. This study adopted reciprocal peer tutorial assessment as an instructional strategy in a capstone course in Process Metallurgy. The findings from highlighted the delicate balance between the obvious benefits and the unintended consequences of adopting reciprocal peer assessments during tutorials. The obvious benefits of RPTA included opportunities for synergistic peer learning, healthy competition among students, self-directed learning, among others. However, the benefits of RPTA were negated by factors such as low level of trust among peers, anxiety over year marks, time constraints, and discomfort due to perceived incompetency when compared to their peers. Finally, the findings from the present study provided opportunities for iterative design and continuous improvement.
- Published
- 2019
- Full Text
- View/download PDF
222. Peer Tutoring in Preclinical Medical Education: A Review of the Literature
- Author
-
Shenoy, Adele and Petersen, Kristina H.
- Published
- 2020
- Full Text
- View/download PDF
223. Rethinking How to Introduce the Learning Sciences: a Near-Peer Approach
- Author
-
Ransohoff, Amy, Boscardin, Christy, Hauer, Karen E., and Wlodarczyk, Susan
- Published
- 2021
- Full Text
- View/download PDF
224. Informal Peer-Assisted Learning Groups Did Not Lead to Better Performance of Saudi Dental Students.
- Author
-
abdelSalam, Maha, El Tantawi, Maha, al-ansari, asim, alagl, adel, and al-Harbi, Fahad
- Subjects
- *
DENTAL students , *UNDERGRADUATES , *ACADEMIC achievement , *REGRESSION analysis , *SOCIAL network analysis ,STUDY & teaching of medicine - Abstract
Objectives: To describe peer-assisted learning (PAL) groups formed by dental undergraduate students in a biomedical course and to investigate the association of individual and group characteristics with academic performance.Subjects and Methods: In 2015, 92 fourth-year students (43 males and 49 females) in the College of Dentistry, University of Dammam, Saudi Arabia, were invited to form PAL groups to study a unit of a biomedical course. An examination was used to assess their knowledge after 2 weeks. In addition, a questionnaire and social network analysis were used to investigate (1) individual student attributes: gender, role, subject matter knowledge, grade in previous year, teaming with friends, previous communication with teammates, and content discussion, and (2) group attributes: group teacher's previous grade, number of colleagues with whom a student connected, teaming with friends, similarity of teammates' previous grades, and teacher having higher previous grades than other teammates. Regression analysis was used to assess the association of examination scores with individual and group attributes.Results: The response rate was 80.4% (74 students: 36 males and 38 females). Students who previously scored grades A and B had higher examination scores than students with grades C/less (regression coefficient = 18.50 and 13.39) within the groups. Higher scores were not associated with working in groups including friends only (regression coefficient = 1.17) or when all students had similar previous grades (regression coefficient = 0.85).Conclusions: Students with previous high grades benefited to a greater extent from working in PAL groups. Similarity of teammates in PAL groups was not associated with better scores. [ABSTRACT FROM AUTHOR]- Published
- 2017
- Full Text
- View/download PDF
225. How to structure group work? Conditions of efficacy and methodological considerations in physical education.
- Author
-
Lafont, Lucile, Rivière, Camille, Darnis, Florence, and Legrain, Pascal
- Subjects
- *
GROUP work in education , *EDUCATIONAL quality , *PHYSICAL education teacher education , *STUDENTS with disabilities , *ACADEMIC achievement - Abstract
This article is grounded in social constructivist perspectives of learning: its purpose is to provide an overview of the ‘Interactions Sociales et Acquisition’ (ISA) [Social Interactions and Acquisition] French group’s research that examines how a peer-assisted learning (PAL) group context facilitates students’ acquisition of motor and social skills in physical education (PE). Issues addressed include the pairing of students in dyads and how training them to endorse tutor and tutee roles facilitates students to work in small groups. The effects of peer interaction on social relations and the inclusion of students with special needs are also overviewed. Findings regarding the influence of student interactions on learning were derived using a variety of data collection methodologies, including quantitative data used to test the effectiveness of various interactive procedures and qualitative analyses of verbal protocols to better understand the interactive dynamics involved in such learning devices. The ISA work highlights the complementary value of both of these methodological approaches for studying group work effects. ISA findings suggest that PE teachers prepare students for functional interaction group work by taking into consideration the students’ characteristics (like gender or desire for control) in the constitution of dyads and then effectively training the tutors to deliver the expected content. Cooperative learning (CL) contexts also provided a viable alternative for facilitating the inclusion of students with disabilities or those with lower initial skill levels. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
226. The Effect of Symmetrical and Asymmetrical Peer-Assisted Learning Structures on Music Achievement and Learner Engagement in Seventh-Grade Band.
- Author
-
Johnson, Erik
- Subjects
- *
MUSIC education , *ACADEMIC achievement , *SEVENTH grade (Education) , *MUSIC classrooms , *LEARNING , *MUSIC theory education , *SOCIOECONOMIC factors - Abstract
The purpose of this study was to examine the effect of two different reciprocal peer-assisted learning (PAL) arrangements on music achievement and learner engagement in the secondary instrumental music classroom. Using a quasi-experimental design, students from six separate seventh-grade bands from one large urban/suburban school district (N = 261) were randomly assigned to one of two treatment conditions: symmetrical PAL, where students of like ability were paired together, and asymmetrical PAL, where students of divergent ability were paired together. Students worked in pairs over the course of four weeks and took turns being the “learner” and the “teacher” to improve sight-reading ability and music theory knowledge. Student pairs were allowed to determine their own rules for interaction, turn taking, and the amount of material to be covered in each session. Three pre-/posttest outcome variables were assessed: sight-reading performance, music theory knowledge, and learner engagement. Additionally, individual socioeconomic status (SES) and motivation orientation were compared as potential moderating variables. Hierarchical linear regression analyses indicated that regardless of PAL pairings, there were significant gains for each of the outcome variables. Moreover, interaction effects were found between learner engagement, method of instruction, and SES. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
227. Reforming Pathology Teaching in Medical College by Peer-assisted Learning and Student-oriented Interest Building Activities: A Pilot Study.
- Author
-
Grover, Sumit, Sood, Neena, and Chaudhary, Anurag
- Subjects
- *
EVALUATION of teaching , *TEACHING methods , *ALTERNATIVE education , *LEARNING strategies , *LONGITUDINAL method , *MEDICAL education , *MEDICAL students , *PATHOLOGY , *ROLE playing , *STUDENT attitudes , *T-test (Statistics) , *ADULT education workshops , *PILOT projects , *AFFINITY groups , *DESCRIPTIVE statistics , *FRIEDMAN test (Statistics) - Abstract
Background: Peer-assisted learning (PAL) is a teaching--learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching--learning methods. Methods: An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Results: Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. Discussion: PAL complemented by MIBAs may be adopted to make teaching--learning more interesting and effective through the active involvement and participation of students. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
228. Evaluation of a compulsory peer-assisted learning and mentoring programme for medical students.
- Author
-
Danek, E. and Levinson, M.
- Subjects
PEER relations ,MEDICAL schools ,MEDICAL students ,PEER mediation ,PEER pressure - Abstract
Introduction: The benefits of peer-assisted learning (PAL) in medical education are varied and well-documented. PAL encompasses a diverse spectrum of organisational approaches, and there is limited data relating to the value of specific approaches. At our university, PAL initiatives have traditionally relied on voluntary participation. The aim of this study was to evaluate satisfaction and utility of a PAL and mentoring (PALM) programme run on a compulsory rather than voluntary basis. Methods: Students participated in a compulsory PALM programme over the course of 1 year, where Year 5 students (Y5S) acted as mentors and tutors to Year 3 students (Y3S). An electronic survey was administered to evaluate student satisfaction. Results: Fifty-one participants (73%) completed the survey. The response was overwhelmingly positive for most students, with free-text responses and Likert-scale ratings indicating high levels of satisfaction across several parameters, including enjoyment, relevance and helpfulness to learning. Conclusion: PALM is well received by participants for its usefulness and enjoyment. Compulsory participation does not appear to compromise utility or student satisfaction; rather, this approach enables the programme's widespread benefits to be delivered to all students, including those who may not have participated of their own volition. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
229. Education in peer learning for allied health clinical educators: A mixed methods study.
- Author
-
Sevenhuysen, S., Thorpe, J., Barker, L. A., Keating, J. L., Molloy, E. K., and Haines, T.
- Subjects
PEER relations ,PEER mediation ,PEER pressure ,INTERPROFESSIONAL relations ,FRIENDSHIP - Abstract
Background: Peer-assisted learning (PAL) may enhance learning opportunities for students placed in pairs, and address the demand for student placements. The study aimed to (1) evaluate the effect of providing education on PAL to clinical educators (CEs) on activities undertaken by students and (2) explore CE and student perceptions of the clinical education experience. Method: Allied health CEs attended a workshop in PAL. Self-reported student activity was collected and CE responses to the education were measured using forms and survey tools. Qualitative data on student and CE experience were collected via focus groups. Results: CEs reported that the workshop was useful and significantly improved their confidence to facilitate PAL. CEs also reported a perceived change in clinical education practices. After the workshop, students reported being twice as likely to observe both their CE and peer perform a patient assessment, 34% less likely to be observed by their CE when performing a treatment and 40% less likely to work with patients independently (without CE or peer). The qualitative analysis revealed three themes: PAL enhanced the learning environment; additional skills and preparation are required for success; and PAL may present challenges associated with peer compatibility and time for individualised feedback. Conclusions: Education in facilitating PAL improved perceived confidence of CEs. Student activity changed most significantly in the amount of peer and supervisor observation. Both students and CEs reported that PAL enhanced the learning environment but noted that education and preparation are important to mitigate challenges associated with sub-optimal peer relationships and individualised feedback. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
230. Ethical experiential learning in medical, nursing and allied health education: A narrative review.
- Author
-
Grace, Sandra, Innes, Ev, Patton, Narelle, and Stockhausen, Lynette
- Abstract
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]
- Published
- 2017
- Full Text
- View/download PDF
231. Quantitative and qualitative analysis of student tutors as near-peer teachers in the gross anatomy course.
- Author
-
Walser, J., Horneffer, A., Oechsner, W., Huber-Lang, M., Gerhardt-Szep, S., and Boeckers, A.
- Subjects
ANATOMY education in universities & colleges ,CURRICULUM ,TUTORS & tutoring ,PEER teaching ,STUDENT teachers ,DISSECTION ,EDUCATION - Abstract
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]
- Published
- 2017
- Full Text
- View/download PDF
232. Performance Evaluation of College of Science and Engineering Students with the PALSI Scheme.
- Author
-
Siu Wo Tarloff Im, Pit Ho Patrio Chiu, Chan Hung Shek, and Liu, Dennis Y. W.
- Subjects
PERFORMANCE evaluation ,SCIENCE education (Higher) ,STUDENTS - Abstract
University mathetnatics subjects are the core modules for undergraduates enrolled in the College of Science and Engineering. Foundational knowledge in calculus, linear algebra, statistics, and complex numbers is vital for developing the ability to handle science or engineering questions. Due to different learning backgrounds, undergraduates might not have studied advanced mathematics in their high schools, which drastically lowers the study momentum in competing with others who have taken advanced mathematics curriculum. In order to reduce the learning gap between advanced mathematics learners and non-advanced mathematics learners, a learning method using a small group of peers is implemented with science and engineering students for two mathematics modules. The scheme contributed to social interactions with their peers. Peer tutoring with supplemental instruction can encourage students to engage with group discussions, thus changing them from passive listeners to active learners in collaborative learning. This article aims to focus on the performance of academic results in comparing the effectiveness of the PALSI scheme in regards to gender and mathematics learning experience in high school. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
233. Gender matters: Students' perceptions of peer learning in clinical education.
- Author
-
Tai, J. H-M., Canny, B. J., Molloy, E. K., and Haines, T. P.
- Subjects
GENDER ,CLINICAL education ,TEACHING methods ,MEDICAL students ,STUDENT attitudes - Abstract
Introduction: Peer-assisted learning (PAL) is an increasingly used learning method, with demonstrated equivalence to conventional teaching methods in students' knowledge and skill gain. Despite this, student satisfaction with PAL is varied. There are few investigations of gender as a factor influencing students' perceptions of peer-assisted learning, and less is known about gender's impact on participation in PAL. Methods: This study investigated the influence of gender on students' attitudes towards, and participation in, PAL activities. One hundred ninety-one students in their first clinical year completed a self-report questionnaire over a 3-year period. The questionnaire included questions on engagement in specific PAL activities and the advantages and disadvantages of PAL. Results: Male and female students reported similar participation rates in PAL activities. Female students were more likely to report that observing others undertake a history or examination was useful to their learning. Female students were also more likely to report that PAL provided a "safe" learning environment, allowing them to take more time, let down their guard and ask questions. Conclusions: Variation in students' attitudes when introducing PAL activities may affect their uptake. Gender is unlikely to be the sole factor affecting perceptions of PAL, but it may have an impact on readiness to engage and patterns of engagement. The perceived relative safety of PAL identified in this study, when contrasted to recent reports of bullying and harassment within medical training in Australia, may suggest that educating clinicians and students on the role of PAL could result in safer learning environments and improve learner experiences. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
234. Using peer assisted strategies to teach early writing: results of a pilot study to examine feasibility and promise.
- Author
-
Puranik, Cynthia, Patchan, Melissa, Lemons, Christopher, and Al Otaiba, Stephanie
- Subjects
HANDWRITING ,PILOT projects ,FEASIBILITY studies ,KINDERGARTEN children ,KINDERGARTEN teaching ,PHONETIC transcriptions - Abstract
Despite the poor outcomes for U.S. students on national writing tests, overall research on how to teach writing is sparse, and this scarcity is more pronounced in the early years of beginning to write. In this study 81,200 we present preliminary findings from Year 1 of a 3-year Institute of Education Sciences-funded Goal 2 project aimed at improving the writing performance of kindergarten children. We designed peer assisted writing strategies (PAWS) and tested its feasibility and promise. Participants for this study were 86 kindergartners ranging in age from 62 to 76 months, recruited from five classes in two different schools. It was feasible for research staff to deliver PAWS, which combined the need to focus early writing instruction on critical transcription skills with an effective learning pedagogy (i.e., peer-assisted learning). Lessons that targeted writing letters focused on formation and fluency, and lessons that targeted spelling focused on teaching letter sound correspondence for spelling decodable words and recognition and spelling practice for sight words. Results indicated that there were statistically significant differences between the PAWS participants and the control children on the alphabet fluency and essay post-test measures. Thus preliminary results indicate that PAWS instruction helped children, on average, improve early writing skills. Directions for future research are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
235. Peer Teaching in Undergraduate Medical Education: What are the Learning Outputs for the Student-Teachers? A Systematic Review.
- Author
-
Tanveer MA, Mildestvedt T, Skjærseth IG, Arntzen HH, Kenne E, Bonnevier A, Stenfors T, and Kvernenes M
- Abstract
Introduction: To achieve quality in medical education, peer teaching, understood as students taking on roles as educators for peers, is frequently used as a teaching intervention. While the benefits of peer teaching for learners and faculty are described in detail in the literature, less attention is given to the learning outputs for the student-teachers. This systematic review focuses on the learning outputs for medical undergraduates acting as student-teachers in the last decade (2012-2022)., Aim: Our aim is to describe what learning outputs student-teachers have from peer teaching, and map what research methods are used to assess the outputs. We defined learning outputs in a broad sense, including all types of learning experiences, intended and non-intended, associated with being a peer teacher., Methods: A literature search was conducted in four electronic databases. Title, abstract and full text were screened by 8 independent reviewers and selection was based on predefined eligibility criteria. We excluded papers not describing structured peer teaching interventions with student-teachers in a formalized role. From the included articles we extracted information about the learning outputs of being a student-teacher as medical undergraduate., Results: From 668 potential titles, 100 were obtained as full-texts, and 45 selected after close examination, group deliberation, updated search and quality assessment using MERSQI score (average score 10/18). Most articles reported learning outputs using mixed methods (67%). Student-teachers reported an increase in subject-specific learning (62%), pedagogical knowledge and skills (49%), personal outputs (31%) and generic skills (38%). Most articles reported outputs using self-reported data (91%)., Conclusion: Although there are few studies that systematically investigate student-teachers learning outputs, evidence suggests that peer teaching offers learning outputs for the student-teachers and helps them become better physicians. Further research is needed to enhance learning outputs for student-teachers and systematically investigate student-teachers' learning outputs and its impact on student-teachers., Competing Interests: The authors report no conflicts of interest in this work., (© 2023 Tanveer et al.)
- Published
- 2023
- Full Text
- View/download PDF
236. Long-Term Effectiveness and Sustainability of Integrating Peer-Assisted Ultrasound Courses into Medical School-A Prospective Study.
- Author
-
Weimer JM, Widmer N, Strelow KU, Hopf P, Buggenhagen H, Dirks K, Künzel J, Börner N, Weimer AM, Lorenz LA, Rink M, Bellhäuser H, Schiestl LJ, Kloeckner R, Müller L, and Weinmann-Menke J
- Subjects
- Humans, Prospective Studies, Ultrasonography, Schools, Medical, Kidney
- Abstract
Introduction: Ultrasound diagnostics is an important examination method in everyday clinical practice, but student education is often inadequate for acquiring sufficient basic skills. Individual universities have therefore started integrating (extra)curricular training concepts into medical education. This study aimed to evaluate sustainable skills development through participation in peer-assisted ultrasound courses., Methods: From 2017, students in the clinical part of medical school could opt for extracurricular peer-assisted ultrasound courses. Depending on the format (10-week course/2-day compact course) these comprised 20 teaching units focusing on abdominal and emergency ultrasonography. Students attending compulsory workshops at the start of their practical year were enrolled in this study, allowing for a comparison between the study group (attended ultrasound course) and the control group (did not attend ultrasound course). Competency from two out of four practical exams (subjects: "aorta", "gallbladder", "kidney" and "lung") was measured, and a theory test on the same subject areas ("pathology recognition") was administered. Additional questions concerned biographical data, subjective competency assessment (7-point Likert scale), and "attitude to ultrasound training in the curriculum"., Results: Analysis included 302 participants in total. Ultrasound courses had been attended on average 2.5 years earlier (10-week course) and 12 months earlier (2-day compact course), respectively. The study group ( n = 141) achieved significantly better results than the control group ( n = 161) in the long-term follow-up. This applies both to practical exams ( p < 0.01) and theory tests ( p < 0.01). After course attendance, participants reported a significantly higher subjective assessment of theoretical ( p < 0.01) and practical ( p < 0.01) ultrasound skills., Conclusions: Peer-assisted ultrasound courses can sustainably increase both theoretical and practical competency of medical students. This highlights the potential and need for standardised implementation of ultrasound courses in the medical education curriculum.
- Published
- 2023
- Full Text
- View/download PDF
237. A peer-led kinesthetic forearm and wrist anatomy workshop: A multiple cohort study.
- Author
-
Herblum J, Honig J, Kasoff M, Koestler J, Catano D, and Petersen KH
- Subjects
- Male, Humans, Female, Educational Measurement, Wrist, Forearm, Cohort Studies, Peer Group, Teaching, Anatomy education, Education, Medical, Undergraduate methods, Students, Medical
- Abstract
An understanding of forearm and wrist anatomy is necessary for the diagnosis and treatment of various injuries. Evidence supports the use of peer-assisted learning (PAL) as an effective resource for teaching basic science courses. First-year medical students across three class years participated in an optional PAL kinesthetic workshop wherein participants created anatomically accurate paper models of forearm and wrist muscles. Participants completed pre- and post-workshop surveys. Participant and nonparticipant exam performances were compared. Participation ranged from 17.3% to 33.2% of each class; participants were more likely to identify as women than men (p < 0.001). Participants in cohorts 2 and 3 reported increased comfort with relevant content after the workshop (p < 0.001). Survey responses for cohort 1 were omitted due to low response rates; however, exam performances were assessed for all three cohorts. Cohort 2 participants scored higher than nonparticipants on forearm and wrist questions on the cumulative course exam (p = 0.010), while the opposite was found for cohort 3 (p = 0.051). No other statistically significant differences were observed. This is the first study to examine quantitative and qualitative results for a PAL intervention repeated for three separate cohorts. Although academic performance varied, two cohorts reported increased comfort with relevant course material after the workshop. Results of this study support the need for further exploration of PAL workshops as an instructional method in teaching anatomy and highlight the challenges associated with repeating interventions over multiple years. As more studies attempt replication across multiple years, these challenges may be addressed, thereby informing PAL best practices., (© 2023 American Association for Anatomy.)
- Published
- 2023
- Full Text
- View/download PDF
238. Tutors´ and Students' Agreement on Social and Cognitive Congruence in a Sonography Peer-assisted-learning Scenario.
- Author
-
Rollmann I, Lauter J, Kuner C, Herrmann-Werner A, Bugaj TJ, Friederich HC, and Nikendei C
- Abstract
Purpose: Peer-assisted learning has become an integral part within medical education and has been proven to be effective in teaching medical skills. Cognitive and social congruence are important factors that explain the effectiveness of peer-assisted learning. However, although theory suggests this, there is no study to date that demonstrates that students and tutors agree upon the level of cognitive and social congruence. Thus, we compared tutors' and students' perception of cognitive and social congruence and their agreement on the causes of congruence., Methods: 36 students and 9 tutors from 9 courses were asked to answer questionnaires for their perception of cognitive and social congruence in a peer-assisted learning sonography scenario., Results: Students and tutors experienced cognitive congruence (t = 0.8277, df = 8, p = .4318, 95% CI = [-0.232; 0.491]) and social congruence (t = 0.962, df = 8, p = .364, 95% CI = [-0.145; 0.354]) similarly. In contrast, students and tutors disagreed on causes of cognitive congruence (agreement = 53.90%) and social congruence (agreement = 58.49%). Tutors rated their empathy and interest toward students as the main cause. Students rated the helpfulness, effectiveness, and approachableness of the tutor as the main cause., Conclusions: Our study filled the gap in previous research on cognitive and social congruence. Consistent with theoretical considerations, it was shown that students and tutors do indeed experience cognitive and social congruence similarly. Nevertheless, differences also emerged that may carry more or less weight depending on the research question. Future studies should therefore carefully examine whether the assessment of cognitive and social congruence of students and tutors is necessary., Competing Interests: Conflict of InterestThe authors have no conflicts of interest to declare., (© The Author(s) 2023.)
- Published
- 2023
- Full Text
- View/download PDF
239. Observed Interactions, Challenges, and Opportunities in Student-Led, Web-Based Near-Peer Teaching for Medical Students: Interview Study Among Peer Learners and Peer Teachers.
- Author
-
Chan EHY, Chan VHY, Roed J, and Chen JY
- Abstract
Background: Near-peer teaching (NPT) is becoming an increasingly popular pedagogical tool in health professions education. Despite the shift in formal medical education from face-to-face teaching toward encompassing web-based learning activities, NPT has not experienced a similar transition. Apart from the few reports on NPT programs hastily converted to web-based learning in light of the COVID-19 pandemic, no studies to date have explored web-based learning in the specific context of NPT., Objective: This qualitative study examined the nature of interactions among peer learners (PLs), peer teachers (PTs), and the learning content in a student-led, web-based NPT program for medical students., Methods: A 5-month-long voluntary NPT program to support first- and second-year medical students' biomedical science learning in the undergraduate medical curriculum was designed by 2 senior-year medical students and delivered by 25 PTs with 84 PLs participating. In total, 9 PLs and 3 PTs underwent individual semistructured interviews at the end of the program to explore general NPT experience, reasons for joining NPT, the effectiveness of NPT, the demand and importance of NPT, and the feasibility of incorporating NPT in the formal curriculum. Interview transcripts were analyzed using a thematic analysis approach., Results: The first general theme focused on the nature of student-student, student-teacher, and student-content interactions. Although PLs were engaged in web-based NPT, there was minimal interaction between students, as most PLs preferred to learn passively and remain anonymous. PLs believed the web-based NPT learning process to be a unidirectional transmission of knowledge from teacher to learner, with the teacher responsible for driving the interactions. This was in sharp contrast to PTs' expectation that both parties shared responsibility for learning in a collaborative effort. The second general theme identified the advantages and disadvantages of delivering NPT on a web platform, which were mainly convenience and teaching skills development and poor interactivity, respectively., Conclusions: Student-led, web-based NPT offers a flexible and comfortable means of delivering academic and nonacademic guidance to medical students. However, the web-based mode of delivery presents unique challenges in facilitating meaningful interactions among PLs, PTs, and subject content. A blended learning approach may be best suited for this form of student-led NPT program to optimize its efficacy., (©Evelyn Hui Yi Chan, Vernice Hui Yan Chan, Jannie Roed, Julie Yun Chen. Originally published in JMIR Medical Education (https://mededu.jmir.org), 15.05.2023.)
- Published
- 2023
- Full Text
- View/download PDF
240. Peer assessment: Development and delivery of the OSCE.
- Author
-
McKay A, McCall J, and Cairns AM
- Subjects
- Humans, Educational Measurement methods, Education, Dental methods, Students, Feedback, Peer Group, Clinical Competence, Education, Medical, Undergraduate methods, Students, Medical
- Abstract
Introduction: There is an expectation that healthcare professionals display competence in teaching, assessment and providing feedback. Development begins with formative peer-assisted learning and teaching in the undergraduate environment. Using peers or near-peers (in this case having 1 year more experience than the examination cohort) to provide assessment in summative exams remains unexplored. This study investigates how the use of near-peers compares to marking by academic staff in a summative OSCE., Materials and Methods: BDS4 Peer assessors (PAs) developed an OSCE question and marking schedule. Each PA (n = 3) was paired with an academic staff assessor (ASA) (n = 3). Peer and academic marked the candidates independently. Two years later, the process was repeated on the same cohort of candidates with the PA now 1-year post qualification. Statistical analysis compared the scores awarded by PA during each timeframe and against the marks awarded by the ASA., Results: During round 1, 28 students (62.2%) were awarded the same score by PA and ASA. On 17 occasions, there was a discrepancy (37.8%). Bias was skewed in favour of PA scoring higher (mean difference of differences -0.0667). During round 2, 27 students (55.1%) were awarded the same score by PA and ASA. On 22 occasions (44.9%), there was a discrepancy. Bias was skewed in favour of ASA scoring higher (mean difference of differences 0.0612)., Discussion: Levels of agreement between PA and ASA are strong. Our results show PA mark more leniently as undergraduates and less leniently at 1-year post graduation., Conclusions: Peer assessors are able to write OSCE stations, produce marking schemes and effectively assess their near-peers., (© 2022 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.)
- Published
- 2023
- Full Text
- View/download PDF
241. Peer Assisted Learning in Higher Education: Roles, Perceptions and Efficacy.
- Author
-
Chan, N. N., Phan, C. W., Aniyah Salihan, N. H., and Dipolog-Ubanan, G. F.
- Subjects
HIGHER education ,PEER teaching ,UNIVERSITIES & colleges ,METACOGNITION ,COGNITIVE learning ,STRATEGIC planning - Abstract
Universities are increasingly examining alternative means of teaching and learning, and supplemental instruction in the form of peer tutoring is progressively used to support learning in selected courses. This small scale ethnographic study investigates the roles and relationships between the peer tutors and tutees to uncover their perceptions of peer tutoring and their perceived effects. Semi-structured focus group discussions of ten tutors and ten tutees and two participant group observations were employed. The findings suggest that perceptions of the success of this programme were attributed to low power distance of the tutors and tutees, the development of friendships and the metacognitive learning strategies that were explicitly taught. Implications arising from this study suggest a greater focus on roles and expectations in the design of peer tutoring programmes. [ABSTRACT FROM AUTHOR]
- Published
- 2016
242. Effect of didactically qualified student tutors on their tutees’ academic performance and tutor evaluation in the gross anatomy course.
- Author
-
Horneffer, A., Fassnacht, U., Oechsner, W., Huber-Lang, M., Boeckers, T.M., and Boeckers, A.
- Subjects
PEER teaching ,TEACHING methods ,ANATOMY education ,TUTORS & tutoring ,DISSECTION ,EDUCATION - Abstract
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]
- Published
- 2016
- Full Text
- View/download PDF
243. Using social media to enhance the peer mentoring experience at the University of Southampton
- Author
-
Eleanor Quince and Charlotte Medland
- Subjects
Peer-Assisted Learning ,Peer Mentoring ,Employability ,Student Partnership Working ,Theory and practice of education ,LB5-3640 - Abstract
This case study explains how social media was used in the pilot year of a student-led peer mentoring initiative. The University of Southampton, faculty of Humanities, peer mentoring scheme was launched in September 2014 with a cohort of 750 undergraduate students across seven subject areas. The scheme is part of the wider, student-led, careers activity across all year groups within the faculty, otherwise known as the ââ¬Ëmission employableââ¬â¢ project. Social media, including Facebook and Twitter, was used to engage mentors and mentees and to communicate with students throughout the scheme. Facebook groups were introduced to help maintain contact, initially between the student peer mentoring coordinator and the student mentors, then between the mentors and their mentees. The familiarity of Facebook was a deciding factor in the selection of appropriate media for use within the scheme. At the mid- and end- point evaluation reviews, mentors praised the inclusion of social media platforms and asked that greater use be made of them in future. The case study concludes that social media led to an increase in student engagement and an enhanced student experience within the faculty.
- Published
- 2016
- Full Text
- View/download PDF
244. Interprofessional peer-assisted learning as a low-threshold course for joint learning: Evaluation results of the interTUT Project
- Author
-
Reichel, Kathrin, Dietsche, Stefan, Hölzer, Henrike, and Ewers, Michael
- Subjects
Interprofessional Education ,Peer-Assisted Learning ,Interprofessional Relations ,Student Learning ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
Background and objective: The delivery of needs-based health care services requires a team-based and collaborative approach of different health professionals, which is not yet sufficienctliy implemented on a day to day basis. Interprofessional learning activities aim to respond to this in future. The cross-university pilot project interTUT used peer-assisted learning approaches and extracurricular tutorials in order address this issue.Methodology: During the pilot phase, eight students and trainees have been acquired. Together, they prepared and led four extracurricular tutorials on core topics of interprofessional cooperation and documented them in procedure manuals. The course was evaluated using a standardized participant survey (n=72) and two focus groups (n=3, n=5) in which participants were asked to reflect on their individual learning experiences. Descriptive statistics were used to analyze the survey data and the focus group material was interpreted using qualitative content analysis. Results: The results indicated a high level of satisfaction, acceptance of and further demand for peer-supported learning activities. The students and trainees reported changed attitudes and subjective knowledge growth regarding the other professional groups. The constructive learning atmosphere as well as having access to a forum for interprofessional exchange were equally valued.Conclusions: Extracurricular tutorials offer a low-threshold and very promising point of contact for the facilitation of interprofessional teaching and learning. However, this should be viewed against the background that, as part of the pilot project, only a small number of students and trainees who were already interested in the topic could be reached by this optional course. A comprehensive, long-term trial of this teaching and learning format, its linkage to curricular courses, and further research on its education-specific and practice-related effects are, therefore, necessary.
- Published
- 2016
- Full Text
- View/download PDF
245. Interprofessional peer-assisted learning and tutor training practices in health professions education : a snapshot of Germany
- Author
-
Herinek, Doreen, Woodward-Kron, Robyn, Huber, Marion, Helmer, Stefanie M., Körner, Mirjam, and Ewers, Michael
- Subjects
tutor training practices ,610: Medizin und Gesundheit ,Peer assisted learning ,peer-assisted learning ,health professions education ,378: Hochschulbildung ,Peer tutoring ,InterprofessionaI ,600 Technik, Medizin, angewandte Wissenschaften::610 Medizin und Gesundheit::610 Medizin und Gesundheit ,Education - Abstract
Peer-assisted learning (PAL)-especially peer tutorials-are gaining momentum in health professions education, particularly in interprofessional education. As little is known about the use of peer tutorials or the preparation of tutors in this context in Germany and in other countries, this study aims to provide an overview of these interventions. A cross-sectional study with a descriptive-exploratory design was conducted. German institutions for health professions education were contacted, and individuals with pedagogical responsibilities were invited to participate in an online survey. The survey was informed by two studies in which seven domains were identified as important. These included facts about the institution, the offer of PAL, the use of tutorials, and the design of tutor training. The survey used mostly closed-ended questions. The questionnaire was completed by n = 100 participants. Overall, n = 46 participants indicated that PAL was offered at their institution. Of these 46 participants, 32 (70%) indicated that uniprofessional PAL was offered, 2 (4%) indicated that interprofessional PAL was offered, and 12 (26%) indicated that both forms of PAL were offered. Peer tutoring was the most common format in both cases (73% for uniprofessional and 64% for interprofessional PAL), and mandatory interventions were mostly used to prepare the tutors. These interventions were held by educators or lecturers and were offered mostly face-to-face as workshops or as discussions. Deepening the tutors' social competencies through training was given high relevance. Regarding content, focus was placed on communication, (self-)reflection, and group management. Eighty-eight participants expressed recommendations for future directions in terms of preparing tutors for interprofessional PAL. Minor differences between the use of uniprofessional and interprofessional PAL and tutor training were found. Nevertheless, implementation strategies varied. In future, preparatory measures for tutors should be more uniformly designed and geared to the specific requirements of uniprofessional and interprofessional learning, and that at best on an empirical basis.
- Published
- 2022
- Full Text
- View/download PDF
246. The potential of peer assisted learning as a tool for facilitating social and academic integration
- Author
-
Emmeline Byl, Katrien Struyven, Bieke Abelshausen, Pieter Meurs, Tom Vanwing, Nadine Engels, and Koen Lombaerts
- Subjects
peer support ,peer learning ,peer learning schemes ,peer-assisted learning ,social and academic integration ,transition ,Theory and practice of education ,LB5-3640 - Abstract
Research into the transition of first year students in higher education (HE) confirms that student integration into the academic community is a primary condition for student success (Borglum & Kubala, 2000; Tinto & Pusser, 2006; Tovar, Simon & Lee, 2009; Stebleton, Soria & Huesman, 2014). It is also crucial that it is combined with peer support if students are going to settle into university life (Hamshire, Jack, Prowse, & Wibberley, 2015a). This article seeks to explore the potential value and purposes of peer assisted learning (PAL) as a tool to increase the social and academic integration of first year university students. Focus group interviews (n=16) were conducted between the spring and autumn of 2013 with first-year students (n=93) enrolled in the Faculty of Educational Sciences (Psychology and Educational sciences) at the Free University of Brussels. By using the method of appreciative inquiry (AI), respondents suggested that peer-assisted learning methods are important tools for enhancing social and academic integration.ÃÂ In this sense, tutoring and mentoring need to address specific criteria on at least two organisational dimensions (Topping & Ehly, 2001):ÃÂ (a) objectives of the subject and (b) contact installation. This article aims to prompt further discussion on the potential, value and purposes of peer-assisted learning programmes for integration.
- Published
- 2015
- Full Text
- View/download PDF
247. A diversificação das modalidades de trabalho no 1º Ciclo do Ensino Básico
- Author
-
Nunes, Joana Ramos Luís Correia and Gaitas, Sérgio Miguel Protásio
- Subjects
Primary school ,Ciências Sociais::Ciências da Educação [Domínio/Área Científica] ,1º Ciclo do Ensino Básico ,Aprendizagem cooperativa ,Diferenciação pedagógica ,Pedagogical differentiation ,Organização do trabalho dos alunos ,Aprendizagem entre pares ,Student work organization ,Cooperative learning ,Peer-assisted learning - Abstract
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário, para obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, criado por Aviso nº 11548/2020 publicado no Diário da República, 2.ª série, nº 153, 7 de agosto de 2020. No contexto do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, no âmbito da Prática de Ensino Supervisionada em 1º Ciclo do Ensino Básico, foi realizado o atual relatório, no ano letivo 2020/2021. A prática decorreu numa escola pública, numa turma de 3º ano de escolaridade, composta por 24 alunos – 19 do sexo feminino e 8 do sexo masculino. A problemática do estudo surgiu após observação do contexto, onde foi possível notar a utilização recorrente do modo de trabalho simultâneo e a desmotivação expressa pelos alunos por trabalhar na modalidade de trabalho individual. A metodologia utilizada para a realização deste relatório foi a investigação qualitativa. Para o efeito, a estratégia usada foi a observação não participante e participante, durante a realização das atividades, por meio de observação direta com registo no diário de bordo, grelhas de observação, conversas informais, entrevistas aos alunos. Os objetivos desta investigação foram: aprofundar o estudo da diferenciação pedagógica, com destaque para a dimensão da organização do trabalho dos alunos; ouvir a voz dos alunos para conhecer as suas opiniões sobre o modo como são organizados para trabalhar e sobre a modalidade de trabalho a pares. A partir das suas opiniões, o intuito foi agir sobre elas para melhorar a prática pedagógica, nomeadamente na implementação de momentos de aprendizagem a pares e na diversificação da forma como os pares foram constituídos. In the context of the Master's Degree in Pre-School Education and Teaching in the 1st Cycle of Basic Education, within the scope of Supervised Teaching Practice in the 1st Cycle of Basic Education, the current report was produced, in the academic year 2020/2021. The practice took place in a public school, in a 3rd year school class, composed of 24 students – 19 females and 8 males. The problematic of the study arose after observing the context, where it was possible to notice the recurrent use of the simultaneous work mode and the demotivation expressed by students for working in the individual work mode. The methodology used to carry out this report was qualitative research. For this purpose, the strategy used was non-participant and participant observation, during the activities, through direct observation with logbook registration, observation grids, informal conversations, interviews with students. The objectives of this investigation were: to deepen the study of pedagogical differentiation, with emphasis on the dimension of the organization of students' work; listen to students' voices to find out their opinions on the way they are organized to work and on the way in which they work in pairs. Based on their opinions, the intention was to act on them to improve the pedagogical practice, namely in the implementation of moments of learning in pairs and in the diversification of the way in which pairs were formed.
- Published
- 2021
248. Enabling Students in Research through Peer-Assisted Learning
- Author
-
Handoko, Kevin Alvaro and Mandache, Madalina Elena
- Subjects
Research Education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Student ,Peer-Assisted Learning - Abstract
According to the UNESCO Science Report, there is an unequal distribution of research throughout the world. Based on our survey on Access to Research and Research Education worldwide, 97% of medical students think research education should be addressed in their curriculum, however, only 19% believe it is addressed sufficiently. IFMSA through SCORE offers a peer-led research workshop called Research Education: Advancement and Development for Youth! (READY!) that focuses on improving students’ knowledge and skills in Research through IFMSA Basic Research Competencies Framework as well as Youth Involvement for Research in Global Health. The workshop is conducted online through asynchronous tasks and synchronous sessions. Based on the workshop assessment, there is a significant increase of knowledge and skills in Research from 3.09 / 5.00 to 4.66 / 5.00. Also, there is a substantial growth in understanding Research in Global Health from 3.19 / 5.00 to 4.58 / 5.00.
- Published
- 2021
- Full Text
- View/download PDF
249. Challenges of peer assisted learning in online clinical skills training of ophthalmology module
- Author
-
Usman Mahboob, Durraiz Rehman, Rehan Ahmed Khan, and Sumera Nisar
- Subjects
medicine.medical_specialty ,Students, Medical ,Exploratory research ,Peer Group ,Session (web analytics) ,Education ,Ophthalmology ,medicine ,Humans ,Learning ,TUTOR ,Pandemics ,Clinical skills ,Curriculum ,Peer-assisted learning ,computer.programming_language ,Medical education ,Modality (human–computer interaction) ,LC8-6691 ,SARS-CoV-2 ,Teaching ,Learning environment ,COVID-19 ,General Medicine ,Special aspects of education ,Focus group ,Communicable Disease Control ,Medicine ,Clinical Competence ,Thematic analysis ,Psychology ,computer ,Research Article ,Education, Medical, Undergraduate - Abstract
Background Online communication has taken over in the last 2 years due to the frequent lockdowns because of the COVID-19 pandemic. Overburdened physicians in this pandemic are struggling to get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot fully attend the clinics. Therefore, in this scenario, online PAL (Peer Assisted Learning) sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in the Ophthalmology module of undergraduate medical students. Methods This qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills were carried at the Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. A purposive convenient sampling technique was used to collect data. Data were transcribed and analyzed using thematic analysis. Results The study identified six themes that were further divided into smaller subthemes. The subthemes derived from the collected data were organized under the following major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires, and desire for feedback on performance. The major challenge reported by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, and timing of the session. The unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor, and patient, learning desires, and desire for feedback on performance were the other important challenges faced by the students. Conclusion The challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient, and alternative teaching and learning modality in the curriculum especially in compromised circumstances like the current COVID-19 pandemic.
- Published
- 2021
250. Exploring physical therapy students’ experience of peer learning in a student-run clinic
- Author
-
Paparella-Pitzel, Susan, Anderson, Ellen Zambo, Rothpletz-Puglia, Pamela, and Parrott, James Scott
- Subjects
student-run pro bono clinic ,education ,Original Article ,Peer-assisted learning ,qualitative research - Abstract
BACKGROUND: Participation in a student-run pro bono clinic (SRPBC) provides opportunities for students to develop professional skills, engage with the community, and provide an often-underserved population with needed care. MATERIALS AND METHODS: This paper describes the results of a mixed-method analysis of student experiences in an SRPBC. A survey with both Likert-type and write-in elements was administered to three cohorts of students enrolled in a doctoral program of physical therapy. Students were prompted to provide their perspective on the value of the clinic experience with respect to professional development, academic relevancy, and personal growth. RESULTS: The analysis discovered that perspective value of the clinic in the areas of personal growth and academic relevancy differed by cohort. Specifically, 1st-year students reported that they benefitted immensely by learning from their peers, especially in the use of outcome measures. Second-year students did not report the same benefits. CONCLUSION: The findings suggest that even though students from different cohorts work together in the same clinic, they may experience the clinic very differently. This observation provided the basis for changes to the SRPBC to enhance leadership and conflict management skills of the 2nd-year students.
- Published
- 2021
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.