Peer Learning Experience Research Articles

Students’ experiences of peer learning in an accounting research module: Discussion forums, peer review and group work

Collaborative or peer-learning strategies could enhance student engagement in management education, improve learning and help students develop workplace skills. The aim of this action research study was to evaluate the effectiveness of the peer learning (discussion forums, peer review and group work) employed in a postgraduate accounting research module. Findings from semi-structured interviews reveal that participants believed peer learning to facilitate social, cognitive, behavioural, collaborative and social engagement. Posting and reviewing comments on discussion forums developed students’ communication skills and fostered a sense of community. Participants recommended that discussion forums should include a balance of applied and theoretical questions. Peer reviews allowed students to obtain feedback on their writing prior to their work being graded, and to develop the workplace skill of giving and receiving criticism. Participants believed that group work improved their teamwork skills and collaborating online prepared them for working in a post-COVID world. While some groups valued the social and emotional engagement facilitated by in-person group work, other groups found it more efficient to interact online. The findings emphasise the usefulness of peer learning strategies in management education, and especially in research modules, to foster engagement, increase student learning and to prepare students for the workplace.

Enhancing Early Identification of Speech-Language-Hearing Delays Through Interprofessional Peer Teaching in a Communication Sciences and Disorders Graduate Training Program.

In the current health care landscape, a paradigm shift toward team-based care is underway. Integrating interprofessional education experiences into graduate communication sciences and disorders (CSD) programs is essential to cultivate collaborative skills and prepare future professionals for the interprofessional demands of the field. Within this context, peer teaching has emerged as a noteworthy strategy to promote learning. This study aims to contribute to this evolving field by reporting the impact of an interprofessional (speech-language pathology and audiology) peer teaching educational intervention on physician assistant (PA) students' knowledge of speech-language-hearing developmental milestones and developmental screening. A quantitative, descriptive methodology with a pretest, posttest interventional design was utilized to assess the impact of a CSD peer-led educational intervention on the knowledge of 35 PA students. The perceived satisfaction of the PA students with the peer-led educational experience was also evaluated. Data analysis revealed a significant increase on knowledge posttest scores compared to pretest scores. PA students also reported an overall positive peer learning experience. The collaboration between speech-language pathology, audiology, and PA students through peer teaching holds significant importance in the context of pediatric primary care, and for CSD graduate trainings programs interested in improving educational experiences that tailor to interprofessional learning and practice.

Midwives views about preceptorship and peer-learning in a birth unit: A cross-sectional study

BackgroundPractical training in a birthing unit is an important part of midwifery education. Previous research on the preceptor role predominantly consists of qualitative interview studies and have not explored pedagogical models like peer learning. ObjectivesThe purpose of this study was to quantitatively describe midwives' experiences, conditions, and needs in their role as preceptors in a birthing unit, as well as their attitudes towards and experiences of peer-learning. DesignA cross-sectional study, using a web-survey. SettingsThe survey was distributed to all midwives working in a birthing unit in Sweden. ParticipantsA total of 573 valid responses were obtained. MethodsA questionnaire consisting of 22 questions, which included background questions, questions to be answered on a four-point Likert scale, and open-ended questions, was sent out from November 2022 to March 2023. The collected data were analysed using descriptive statistics, Chi-square, and Mann Whitney U test analyses. The open-ended responses were analysed using quantitative content analysis. ResultsMidwives with ≤10 years of experience were more hesitant about taking on the preceptor role. They also described a lack of support and found it more challenging to integrate supervision into their working hours than midwives with >10 years of experience. Time for supervision and time for reflection with midwifery students were identified as areas that could improve the quality of supervision. Of the respondents, 42.8 % had experience of peer learning. “Students learn from each other” was identified as the most common advantage of peer learning. ConclusionsLong-term experience as a midwife plays a crucial role in how midwives perceive their role as a preceptor and the conditions they experience. The midwives in this study had started supervising students earlier than they deemed advantageous. As the preceptor plays a critical role in the midwifery student's learning process, it is important to have experienced preceptors.

Peer Learning Has Double Effects in Clinical Research Education: A Qualitative Study.

Peer learning has been recognized for its effectiveness in health professional education. However, its effects on clinical research education are not clear and were explored qualitatively in this study. The peer-learning method was implemented in a clinical research education seminar for early-career physicians at a children's and mothers' hospital in 2019. We conducted semistructured interviews with participants about peer-learning experience and qualitatively analyzed verbatim transcripts using Engeström's "activity theory" framework. From framework analysis, learning processes were extracted mainly in four domains, namely, (a) instrument and its usage: research design and its match with research question, (b) outcome: research result, (c) community: seminar, and (d) division of labor: roles of participants and staff. In this report of a peer-learning trial in postgraduate clinical research education, the following two pathways of peer-learning effects were abstracted. The indirect pathway was the presentations by experienced participants providing concrete examples of research processes. The direct pathway was the questions from experienced participants to beginners about specific and concrete questions. There were also two points to consider in peer learning in clinical research education: gaps in premise knowledge and beginners' frustration about expected outcomes. We believe that these extracted pathways and points imply the significance and considerations for continuing the peer-learning trial in clinical research education. Future tasks are to promote clinical research education with a view to the learning effects, not only on individuals, but also on groups.

Demanding yet supportive and developing: Nurse preceptors’ experiences of peer learning in nursing education in municipal elderly care homes

Nursing students commonly engage in clinical education in municipal elderly healthcare. Therefore, it is important to use a pedagogical model that provides the best conditions for nursing students to develop clinical competence. The aim of this study was to describe and interpret nurse preceptors’ experiences of a newly implemented pedagogical model, peer learning, in municipal elderly care home settings. Nine registered nurses from elderly care homes with precepting experience participated. Data were collected through individual interviews, and a thematic content analysis was performed. The study followed the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist. The findings revealed four sub-themes: ‘requiring careful preparation’; ‘contributing control and trust in the learning process’; ‘changing perspectives brings new opportunities and challenges’; and ‘enabling students to believe in themselves’, all interpreted into the main theme of ‘demanding yet supportive and developing’. In conclusion, municipal elderly care homes seemed to be a learning environment well suited for using the peer learning pedagogical model.

Students´ experiences of peer learning on the postpartum ward

Students´ experiences of peer learning on the postpartum ward

Learning from peers’ diverse knowledge and experience. Findings from internationalising a course for medical students

ABSTRACT This study reports on the outcomes of internationalising a course on Nutrition for medical students. Two interventions towards internationalised learning experience included: 1) introducing new readings and activities that invited students to consider geographical and cultural factors of dietary recommendations and 2) asking students to suggest an intervention for a hypothetical patient with a nutritional problem through discussing the assigned case in purposefully mixed groups. Changes were made both in the group that predominantly consisted of home students (N = 18) and the group of international students (N = 21). The interventions encouraged an increase in student awareness of the cultural and geographical contexts of nutrition. Students learnt through sharing diverse knowledge and experience and recognised peer learning experience as useful and enjoyable. The innovation achieved more impact in the group of international students than in the group of home students, in which diversity and previous experience from learning in multicultural groups was low.

The comparison between architecture students’ peer learning in informal situations within physical and virtual environments during the COVID-19 pandemic

This paper aims to evaluate British architecture students’ peer learning experiences in informal situations, that is, outside formal timetables. Due to the COVID-19 pandemic, the study made a comparison between those students’ learning experiences within physical and virtual environments, to find out if there are changes, difficulties and novelties when those students were introduced to unfamiliar learning contexts. Using the theoretical lens of the community of practice, the author conducted interviews and questionnaires to collect students’ learning experiences and stories when they were engaged in those two environments, respectively. It was found that the physical design studio environment and mutual engagements within it are essential to those students’ individual learning. Therefore, even if those students learned within the virtual environment, they still tried their best to simulate a design studio atmosphere to learn as the form of a community. Another obvious issue is that students normally lack peer-to-peer support, such as architectural knowledge, IT skills and mental health, when they are engaged in virtual environments. Comparatively, those supports are easily obtained via peer learning within physical environments, especially design studios. Based on the finding, future work should determine what architectural knowledge, skills, values and attitudes students developed from the community of practice.

Evolving the classroom: A mathematical and didactic exploration of teacher-guided peer learning

In this paper, we introduce a model involving group dynamics to investigate the intricate processes underpinning teacher-guided peer learning. This model seeks to pinpoint the optimal degree of teacher participation, thereby augmenting the effectiveness of peer learning experiences. Although peer learning inherently fosters enriched knowledge acquisition, the absence of a systematic approach or robust didactic analysis can impede its potential. Our model uniquely addresses this gap by facilitating a comparative investigation of peer learning under varying degrees of teacher participation, thereby illuminating the optimal range for this variable. To validate our model, we undertake comprehensive simulations that affirm its predictive power and practical applicability. Moreover, this study further contributes to the field by quantifying three distinct modes of facilitation, each characterized by different degrees of teacher participation. This is complemented by an in-depth didactic analysis. Our work synergizes the domains of educational research and network science, forging new pathways for understanding and enhancing classroom dynamics.

How did youth with cerebral palsy perceive participation in everyday life after participating in a periodical intensive rehabilitation program based on adapted physical activity in groups? A qualitative interview study

Purpose Explore how youths with CP experience participation in everyday life, their experience of having participated in a periodical intensive rehabilitation programme and their expectations for the future. Materials & methods A qualitative design that included semi-structured interviews with 14 youths with CP (mean age 17 years). Results The qualitative content analysis exposed six themes, (1) Everyday life – to get the pieces of your life to fit together, (2) Participation means inclusion and belonging – the meaning of life, (3) Individual and environmental factors influencing participation, (4) Experience of physical and social activities away from home together with like-minded people, (5) To be continued locally, and (6) You do not know the future, anything can happen – visions for the future. Conclusions Participation in everyday life increases the meaning of life but takes energy. Periodical intensive rehabilitation programme enabled youths to try new activities, make friends and increase self-insight in their own strengths and limitations. IMPLICATIONS FOR REHABILITATION Young people with cerebral palsy (CP) describe participation as the meaning of life and state that it is essential for inclusion and being able to contribute to society Adaptation of environmental factors including collaboration across service sectors and capacity building in young people within their preferred life situations appear to be essential A periodical intensive rehabilitation, including adapted physical activities in groups, is recommended to provide peer learning and mastery experiences in young people with CP. Young people with CP seem to have the same hopes for the future as their typically developing peers

Nurse anesthetist students' experiences of peer learning in clinical education - A qualitative study.

As part of an interprofessional operating team, nurse anesthetists need to be skilled in collaboration, problem solving, attentiveness, independent decision-making and knowledge of anesthesiology nursing. Factors that are vital for nurse anesthetist students' future profession. The educational model peer learning, characterized by collaboration and learning through social interaction between individuals, may support nurse anesthetist students' development in such skills. The aim of the study was to explore nurse anesthetist students' perceptions of their experiences of peer learning as an educational model during their clinical education in a Swedish context. The approach was a qualitative descriptive design. Seven nurse anesthetist students from four different universities were interviewed individually using a semi-structured interview guide. The data were analyzed with content analysis. Three generic categories revealed a description of the phenomenon: Increased independence, Holistic view and Expansive learning process. A main category brought together the content of the generic categories and shows the overall finding of the study: Peer learning promotes nurse anesthetist students' personal and professional development. Peer learning as an educational model during nurse anesthetist students' clinical education might facilitate preparation for their coming profession.

PAIGE: A generative AI-based framework for promoting assignment integrity in higher education

<abstract> <p>The integration of Generative Artificial Intelligence (GAI) tools like ChatGPT, Google Bard, and Bing Chat in higher education shows excellent potential for transformation. However, this integration also raises issues in maintaining academic integrity and preventing plagiarism. In this study, we investigate and analyze practical approaches for efficiently harnessing the potential of GAI while simultaneously ensuring the preservation of assignment integrity. Despite the potential to expedite the learning process and improve accessibility, concerns regarding academic misconduct highlight the necessity for the implementation of novel GAI frameworks for higher education. To effectively tackle these challenges, we propose a conceptual framework, PAIGE (Promoting Assignment Integrity using Generative AI in Education). This framework emphasizes the ethical integration of GAI, promotes active student interaction, and cultivates opportunities for peer learning experiences. Higher education institutions can effectively utilize the PAIGE framework to leverage the promise of GAI while ensuring the preservation of assignment integrity. This approach paves the way for a responsible and thriving future in Generative AI-driven education.</p> </abstract>

Tackling the challenge of peer learning in hybrid and online universities

Peer learning is not fully developed or researched in online and hybrid higher education. This research analyses a peer learning experience in the asynchronous part of hybrid teaching, in one of the largest blended universities in Europe, promoting students to act as teachers of their peers, by preparing digital content (videos) for the course. This article studies whether there are behaviour patterns and different perceptions associated between students who act as teachers, and those who only act as students. The results indicate, among other findings, that students demand this type of activities, and value them very positively. Specifically, the “teachers” consider that this activity increases their motivation for the subject and their performance; they also consider that it significantly improves their creativity and communication skills, and they would definitely participate in the project again. The assessment of the students who merely view the materials is also very positive, and they prefer a learning method through classmate videos than the traditional learning method with printed materials. The research is also a boost to finding ways to promote learning among equals in non-classroom teaching in digital environments.

The assessment challenge of social and collaborative learning in higher education

There is a general tension between the individualised nature of current assessment practices in higher education and a collaborative approach to learning. This results in many dilemmas for educators as they try to balance academic integrity concerns and student preferences with social or collaborative assessment practices, including peer assessment, group assignments and direct assessment of teamwork or collaboration. This paper argues that focussing on singular assessment tasks or experiences tends to lead to marginal effects. Rather, we suggest that the collaborative must be normalised within course structures: experiences of groupwork, peer learning and other forms of working with others should be commonplace and expected. We look to curricula to provide students with assessable tasks from many rich collaborative experiences, avoid issues of perceived and actual inequity and allow for risk and possible failure. We suggest that grading as presently enacted inhibits collaborative processes and that trust needs to be recognised as central and core to collaborative approaches. The challenges of assessing social and collaborative learning require holistic course wide attention that communicates to both students and colleagues that learning necessarily goes beyond the individual.

Preceptors\u2019 and nursing students\u2019 experiences of using peer learning in primary healthcare settings: a qualitative study

BackgroundDue to the need for students to integrate theory with practice, current research seeks the best learning and teaching models in primary healthcare settings. The aim of this study was to explore preceptors’ and nursing students’ experiences of using peer learning during clinical practice in primary health care.MethodsA qualitative research approach was used based on semi-structured interviews with seven preceptors and ten nursing students. The interviews were transcribed and analyzed by using content analysis based on an inductive reasoning.ResultsPreceptors and students perceived peer learning as an educational model to be beneficial for learning in primary care settings. They found the model to be stimulating, challenging, and leading to development of professional identity and nursing skills. All informants were positive towards the peer learning experience, with students reporting they were seen as individuals, despite working in pairs. However, the physical environment was demanding with regards to telephone counseling issues, limited opportunities for using computers, and the use of small examination rooms.ConclusionThis study shows that, despite the complex learning environment, peer learning as an educational model appears to work well in a primary healthcare setting. However, much improvement is needed to facilitate the students’ learning process. Consequently, conditions for clinical practice and learning beneficial to both students and preceptors should be prioritized by management.

The impact of peer learning on student performance in an architectural sustainability course

PurposeThe importance of sustainability in architecture currently necessitates the integration of innovative teaching strategies on the subject into architecture programs. This study aims to introduce and examine peer learning pedagogy by peer tutoring to educate architecture students in sustainable design.Design/methodology/approachBased on class assignments proposed in two different architecture sustainability-focused courses in the second and fourth years of the Bachelor of Science in architecture program, a total of 103 students assessed the proposed peer learning experience and its impact on their sustainability mindsets and education. Subjective surveys for evaluating the peer learning experience were designed and delivered at different stages of the course sequences. A total of 502 survey responses were obtained in the study.FindingsThe qualitative and quantitative data analysis confirms that the proposed peer learning by peer tutoring increased students’ knowledge, motivation and commitment to sustainable design. In addition, participants became more confident in applying sustainable design skills and their academic grades improved more than 25% compared to previous courses using traditional teaching methods.Originality/valueTraditional architecture education has long been criticized for their pedagogical methodologies based primarily on passive learning. Recently, these programs have begun to prepare students to become active learners and communicators in collaborative and multidisciplinary environments. A mixed-method approach of combining pre-/post-experience surveys and analysis of final grades was used to determine the level of success and the quantifiable behavior change delivered by students involved in this peer learning experience.

Perspective of students in the Global Citizenship in Dentistry as an international peer learning experience

To explore the achievement and perception of dental students in an international peer learning setting via the Global Citizenship in Dentistry (GCD) program. In the GCD program, year-2 dental students from universities in Egypt, Hong Kong, Malaysia, UK, and the United States developed a portfolio of a restorative procedure in simulation laboratory and uploaded to an online platform (https://gcd.hku.hk/). Through the platform, the students left comments on each other's portfolios to share and discuss their knowledge and experiences on restorative dentistry. This study invited students from Hong Kong in 2018-2019 to complete an open-ended questionnaire to explore their experience on the GCD program. The feedback was compiled and analyzed. All 71 year-2 students completed the questionnaire. Their most dominant comments were positive feelings about learning different clinical principles and methods from universities abroad. The students also enjoyed the cultural exchange from the comfort of their own devices. Other recurrent comments included the improvement of the skills of communication and comments on the peers' work in a professional manner. The students were enthusiastic about being able to apply their critical thinking in evaluating their work. They shared their learning barriers, including the extra time needed for the program, some unenthusiastic responses from groupmates, and delayed replies from peers. They made suggestions to remove the barriers in the learning process of the GCD program. Students generally welcomed the GCD program and benefitted from the global academic exchange, development of critical thinking, enhancing professional communication skills, as well as opportunities of cultural exchange.

Placement Overlap with Other Students; Effects on Medical Student Learning Experience

Phenomenon In the United Kingdom (UK) the government has increased the number of places at university to study medicine in England to meet workforce demands. In parallel, there have been growing student numbers in other healthcare professions and new professions whose roles overlap with doctors, such as advanced nurse practitioners and physician associates, have been introduced. These increasing numbers of medical students and other healthcare professions training in the same clinical setting have led to questions about the effect on the student experience. We aimed to investigate the impact of student-student encounters on the learning experience during clinical placements before student numbers increase further. Approach In this investigation medical student perceptions were collected retrospectively at Norwich Medical School, University of East Anglia in the UK, during the 2018/19 academic year following two clinical placements in secondary care settings. Through mandatory online course evaluations, all medical students were asked if their learning had been positively or negatively affected by other students, and how frequently they had certain student-student experiences. Findings Responses from 786 (of 844) medical students (93% response rate) demonstrated that most students felt their learning had been affected in some way by the presence of others while on their secondary care placements. Students experienced both positive and negative impacts of encounters with other students. Final year students tended to report more negative experiences, with first year students reporting more positive. while some students had experienced competition for learning opportunities and lower quality interactions with patients and doctors due to “overcrowding,” more students reported benefits from learning from and with other students. However, it also was found that any negative encounters with other students, even if accompanied by positive experiences, detrimentally affected student satisfaction with the placement. Insights This investigation indicates that student-student interactions influence the clinical learning experience of medical students both positively and negatively. Given the overriding influence of negative encounters, the findings suggest a need to maximize the beneficial effects of encountering other students on clinical placements; while protecting against missed or poor-quality learning opportunities due to competition between students, particularly for more senior students. Medical educators need to consider where their clinical attachments are at risk from multiple students being present at the same time and work to alleviate the negative impacts of such student-student encounters, while actively encouraging peer learning experiences between the medical students and collaborative activities between students of different healthcare professions. This is likely to become increasingly important as student numbers in medicine and other healthcare professions continue to grow.

Preceptors’ experiences of peer learning in an intensive care unit

In Sweden, there is a lack of nurses with competence in intensive and critical care as well as experienced critical care nurses with a formal education in preceptorship. Using the peer learning model could be one way to assure the quality of critical care practice placements for post-graduate nursing students as this model requires only one preceptor for every two students. This study’s aim was to examine the experience of preceptors regarding peer learning at a university hospital intensive care unit. The study followed a qualitative descriptive design. The participants were nine preceptors with experience working as critical care nurses ranging from 3 to 24 years. Each preceptor was interviewed individually using a semi-structured interview guide. The data were subjected to conventional inductive content analysis. The analysis reveals three categories: collaboration and communication; responsibility; and psychosocial environment. Some preceptors felt responsible for the delivery of adequate clinical practice despite students having difficulties in communicating and collaborating with each other or being at different experience levels. While preceptors and students need more preparation and knowledge about peer learning it can, nevertheless, contribute to the development of collaboration and communication skills within the intensive care setting.

Nursing students’ experiences of peer learning in a dedicated educational unit in municipal home healthcare: A phenomenological study

The shift from hospital-based nursing care to municipal home healthcare has led to the provision of more diverse, complex and advanced nursing care in this context. This poses challenges for undergraduate nursing students’ clinical education. The aim of this study was to describe nursing students’ experiences of learning nursing care through peer learning in a dedicated educational unit in municipal home healthcare. Data were collected through interviews with seven nursing students. The analysis was based on a reflective lifeworld research approach. The study followed the COREQ checklist. Strong cooperation and feelings of safety were found to boost learning and encourage the students to challenge themselves. Alternating between an observational and an active role during independent home visits was beneficial for intertwining caring and learning. Further, being trusted to work independently increased their ethical orientation, knowledge, self-esteem and self-confidence.