Peer Learning Opportunities Research Articles

An optimization framework to provide volunteers with task selection autonomy and group opportunities

Nonprofit Organizations (NPOs) rely on volunteers to support community needs but struggle with making strategic volunteer-to-task assignments to enable volunteer satisfaction, and completion of complex tasks. Creation of volunteer groups and their assignment to NPO tasks can help achieve these goals by providing volunteers with opportunity for networking, collaboration, and peer learning. However, strategically creating ideal assignments is challenging because (i) there are exponentially many ways a set of volunteers can be assigned in groups; and (ii) NPOs tend to have limited and uncertain data concerning volunteers’ personal preferences, availabilities, and motivations to participate. To address these challenges, this research contributes by introducing an integer programming framework to offer volunteers a menu of tasks to choose from and then based on volunteers’ willingness information, creates ideal homogenous volunteer group assignments. These groups are created such that the group collectively meet a task’s skill requirements and groups of volunteers of similar skill and affinity levels are prioritized. We apply the developed methodology to a case study based on a partner NPO that works with remote volunteers from multiple countries to produce online educational content. The menu creation method can improve NPO and volunteer-based performance metrics, where the most improvement is observed when a NPO is faced with very picky volunteers. Presenting volunteers with larger menus of tasks also leads to an improvement in ideal group creations. Implementing the group creation methodology helps obtain a statistically significant increase in ideal group creations but results in a tradeoff of decreased benefits to volunteers and the NPO. Finally, implementing a minimum desired group size does not severely impact most KPIs and would be beneficial for an NPO to implement as it encourages the creation and assignment of volunteer groups to tasks.

Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts

This qualitative study explores the support systems that foster resilience and success among novice teachers in diverse sociocultural contexts within Israeli teacher training colleges. Semistructured interviews were conducted with a sample of 51 novice teachers from various educational backgrounds. The findings reveal a complex network of support encompassing formal institutional structures, such as mentorship programs and induction workshops, as well as informal networks of familial support and cultural connections. Utilizing a holistic framework that integrates social support theory, social connection theory, and self-determination theory, the study highlights the interplay between external support and novice teachers’ intrinsic motivations, which drive their pursuit of autonomy, competence, and relatedness. The key findings underscore the crucial role of comprehensive induction and mentoring programs that address novice teachers’ emotional, psychological, and professional needs. These programs should provide emotional support, opportunities for collaboration and peer learning, and personalized guidance from experienced mentors. The study also emphasizes the significance of supportive school cultures, meaningful mentoring relationships, and the strength of informal support networks in promoting novice teachers’ well-being and effectiveness. The implications of this research are far-reaching, offering valuable insights for the global educational community on developing supportive ecosystems that enhance novice teachers’ resilience, job satisfaction, and retention rates. By articulating the essential role of both formal and informal support systems, this study contributes significantly to the discourse on teacher education and addresses a crucial gap in the literature on support mechanisms across diverse educational settings.

127 Advance RI-K Scholar Career Development Program: A one-year intensive program for developing early career faculty in an IDeA state

OBJECTIVES/GOALS: We developed a state-wide program to support early career faculty in preparing mentored career development awards, and connect them to resources, mentorship, and career development opportunities. We aimed to build self-efficacy along multiple axes, including research design and grantsmanship, and to facilitate networking with mentors and peers. METHODS/STUDY POPULATION: The program recruited four cohorts of faculty over the course of four years, for a total of 32 faculty participants (63% physician scientists). Participants were selected by a Steering Committee, and represented a variety of specialties from 19 departments across Brown University, University of Rhode Island, and affiliated hospitals. Participation required an institutional commitment of 20% minimum protected time to engage in research and a year-long curriculum that included biweekly didactic sessions, project development support, individual consultations, feedback on drafts, and internal study section review. Participants completed pre-, interim-, and final-assessments, which collected measures of self-efficacy, professional development needs, program satisfaction, and formative feedback. RESULTS/ANTICIPATED RESULTS: Over the first 3 years, 21 participants completed the program, 43% have received NIH or VA K/CDA awards so far, and 48% received other federal or non-federal awards. Over 25 faculty from across institutions participated in leadership and didactics, with even greater participation on mentorship teams, panels, and grant review. All cohorts showed improvements in measures of self-efficacy in grantsmanship and research and reported high satisfaction with program activities. Participants found individualized proposal feedback and internal study sections to be most valuable, and frequently cited the value of peer-learning opportunities. Challenges for scholars include mentorship challenges, competing priorities/protected time, and various external factors that impacted individual research progress. DISCUSSION/SIGNIFICANCE: The program has successfully supported cohorts of junior clinical and translational faculty from across the state in launching their independent research careers. The program may serve as a model for IDeA state inter-institutional collaboration in developing diverse faculty cohorts in the early stages of preparing their career development award.

Understanding the use of digital technologies to provide disability services remotely during the COVID-19 pandemic; a multiple case study design

BackgroundUsing digital technologies to provide services and supports remotely may improve efficiency and accessibility of healthcare, and support people with disabilities to live independently. This study aimed to explore the experience of using digital technologies to access and provide disability services and supports during the Covid-19 pandemic, from the perspective of people with disabilities, families and service providers.MethodsUsing a multiple case study design, we purposively sampled three cases based on service user characteristics and geographical reach of the service. We conducted semi-structured interviews with 40 service users and service providers. Topic guides and analysis were informed by the Consolidated Framework for Implementation Research (CFIR). Analysis followed a largely deductive approach, using the CFIR constructs as a coding framework. A summary memo was developed for each case. Influence and strength of each construct was rated to identify constructs that influenced implementation of digital technologies. Ratings were compared across services to identify facilitators and barriers to implementation.ResultsService users and providers were positive about using digital technologies to access and provide disability services and supports remotely. Advantages over in-person delivery included reduced travel time, increased opportunity for peer support and peer learning, more choice and opportunity to participate in activities, and an enhanced sense of self while accessing services from the secure environment of their home. The urgency to identify new modes of service delivery to meet the needs of service users during Covid-19 was a strong facilitator but did not necessarily result in successful implementation. Other factors that were strong facilitators were the use of adaptations to enable service users to access the online service, service users’ willingness to try the online service, service users’ persistence when they encountered challenges, and the significant time and effort that service providers made to support service users to participate in the online service. Barriers to implementation included the complexity of accessing online platforms, poor design quality of online platforms, and organisations prioritising in-person delivery over online services.ConclusionsThese findings may allow service providers to leverage facilitators that support implementation of online disability services and supports.

Reinterpretation of Hepatopancreaticobiliary Imaging Exams: Assessment of Clinical Impact, Peer Learning, and Physician Satisfaction

To assess the impact on clinical management, potential for peer learning, and referring physician satisfaction with subspecialist reinterpretations of hepatopancreaticobiliary (HPB) imaging examinations. HPB CTs and MRIs from outside hospitals were reinterpreted by two subspecialty radiologists between March 2021 and August 2022. Reinterpretation reports were mailed to radiologists that issued primary reports. The electronic record was reviewed to assess for changes in clinical management based on the reinterpretations (yes/no/unavailable). To assess the potential for peer learning, a survey using a 5-point Likert scale was sent to radiologists who issued primary reports. A separate survey was sent to referring physicians to assess satisfaction with reinterpretations. Two hundred fifty imaging examinations (122 CT, 128 MRI) were reinterpreted at the request of 19 referring physicians. Ninety-sixradiologists issued primary reports. RADPEER scores 1-3 were assigned to 131/250 (52%), 86/250 (34%), and 33/250 (13%) examinations, respectively. Of 213 reinterpretations with adequate records for assessment, 75/213 (35%) were associated with a change in management; of these, 71/75 (95%) were classified as RADPEER 2 or 3. Most radiologists agreed or strongly agreed with the following: prefer to receive reinterpretations (34/36, 94%); reinterpretations changed practice of reporting HPB imaging examinations (23/36, 64%); and reinterpretations offer opportunities for peer learning (34/36, 94%). Referring physicians agreed or strongly agreed (7/7, 100%) that reinterpretations are valuable and often change or clarify management of patients with complex HPB disease,and offeran opportunity for peer learning. Radiologists and referring physicians strongly agree that HPB imaging reinterpretations help support peer learning and patient management, respectively.

Mi Gente, Nuestra Salud: Protocol for a People's Movement for Health Ownership

Abstract: Background: Community-based participatory research (CBPR) is an increasingly recognized approach to address health inequities. Although in CBPR all processes occur within the community context, its diagrammatic model places the intervention/research outside of the community rather than conceptualizing it as an event in a complex web of system components. Objectives: We sought to 1) introduce a systems-oriented community ownership conceptual framework that integrates a systems perspective with CBPR and 2) to describe an application of this framework in the form of the Mi Gente, Nuestra Salud initiative, a research-based, action-oriented collaboration between Cal Poly investigators and community partners in Santa Maria and Guadalupe, California. Methods: We conducted a stocktake of community assets and partnerships in Santa Maria and Guadalupe, among California's poorest and most medically underserved cities; created marketing materials; launched the initiative in December 2020; and collected survey and interview data on community health concerns. An advisory board guides direction of the work. Activities are intended to affect partnerships (who is involved in actions and decisions) and processes (what actions will be taken), as well as resources (e.g., building human and social capital by changing narratives of local, historically rooted power dynamics and offering peer learning opportunities on advocacy and health care interactions). Implementation challenges within this framework are also discussed. Conclusions: By de-centering specific interventions and conceptualizing them as single events in a complex web, our system-oriented community ownership model brings the focus back to the system itself, and to system-based processes and solutions, while still guided by CBPR principles.

National Governors Association launches five‐state project to bolster MH, well‐being in schools

The National Governors Association (NGA) will collaborate with Maine, New Hampshire, North Carolina, Oregon and Wyoming in efforts to support student and staff mental health and well‐being in schools, a Sept. 5 NGA news release stated. Through the NGA project, governors’ offices will receive support from NGA and national and state partners and engage in peer learning opportunities as a cohort. States will receive grant support, provided by The Wallace Foundation, to develop and carry out action plans focused on one or more priority areas, including: developing a statewide whole child or comprehensive youth development vision; ensuring K‐12 students possess key life skills — communication, collaboration, adaptability, and problem‐solving — to succeed in the 21st century; supporting student mental and behavioral health; and expanding community schools and wrapround supports for students and families.

Global Statements to Produce and Implement Evidence in the Post-COVID-19 Era Provide a Path Forward for Rehabilitation - A Joint Initiative of Cochrane Rehabilitation and the Leading Journals in the Field.

Global Statements to Produce and Implement Evidence in the Post-COVID-19 Era Provide a Path Forward for Rehabilitation - A Joint Initiative of Cochrane Rehabilitation and the Leading Journals in the Field.

Library publishing workflows: Three big lessons learned from cohort-based documentation

Over the past three decades, library publishing has moved from a niche activity to a regular part of many academic and research libraries’ services to their communities. Communities of practice have also grown up and matured around this work, including the Library Publishing Coalition. While the Library Publishing Forum, library publishing listservs, and other professional spaces are lively and active spaces for discussion, publishing workflows—depictions of all the functions performed by a library publisher as part of its regular operations—are generally undocumented. This makes cross-comparison across publishers difficult, leading to missed opportunities for peer learning and sharing of emerging good practices. It also makes it more challenging for individual publishers to evaluate their processes and identify crucial steps they may be omitting, such as contributing metadata to aggregators (essential for discovery and impact) and depositing content in preservation repositories (necessary for a stable scholarly record).

Consensus Building in On-Line Citizen Science

A number of initiatives invite members of the public to perform online classification tasks such as identifying objects in images. These tasks are crucial to numerous large-scale Citizen Science projects in different disciplines, with volunteers using their knowledge and online support tools to, for example, identify species of wildlife or classify galaxies by their shapes. However, for complex classification tasks, such as this case study on identifying species of bumblebee, reaching an agreement between volunteers - or even between experts~-~may require consensus-building processes. Collaboration and teamwork approaches to problem solving and decision-making have been widely documented to improve both task performance and user learning in the real world. Most of these processes and projects are mediated online through feedback delivered in an asynchronous manner, and this article thus addresses a central research question: How do participants involved in species identification tasks respond to different forms of feedback provided in online collaboration, designed to support peer-learning and improve task performance? We tested four different approaches to feedback within a collaboration task, where participants reviewed their previously annotated data based on information curated from their peers on a long running online citizen science initiative. The selected interfaces have a strong foundation in social science and psychology literature and can be applied to citizen science practices as well as other online communities. Results showed that while all four approaches increased accuracy, there were differences based on the types of consensus that existed before collaboration. Such differences highlight the usefulness of different forms of feedback during collaboration for increasing data accuracy of identification and furthering users' expertise on identification tasks. We found that anonymised and goal-directed free text comments posted on social learning interfaces were most effective in improving data accuracy as well as creating opportunities for peer-learning, particularly where the species identification task was more difficult. This study has significant implications for extending the practice of citizen science across formal and informal learning environments and reaching out to a variety of users.

Avoiding the odd one out: social cohesion in New Zealand primary classrooms

ABSTRACT The social climate in the classroom can impact students’ mental well-being, behaviour and peer-learning opportunities. This article describes one way that elementary teachers can understand students’ social networks using a sociogram. Findings show variation in classroom cohesion and reveal groups of students who are at higher risk of social exclusion. Discussion of implications includes possible reasons for students’ social exclusion and ways teachers might use information to improve the social climate in the classroom. This article focuses on the role of initial teacher education programmes in building teacher skills to develop a robust and positive social climate.

Evaluation of a Virtual Training to Enhance Public Health Capacity for COVID-19 Infection Prevention and Control in Nursing Homes.

Context:Between April 2020 and May 2021, the Centers for Disease Control and Prevention (CDC) awarded more than $40 billion to health departments nationwide for COVID-19 prevention and response activities. One of the identified priorities for this investment was improving infection prevention and control (IPC) in nursing homes.Program:CDC developed a virtual course to train new and less experienced public health staff in core healthcare IPC principles and in the application of CDC COVID-19 healthcare IPC guidance for nursing homes.Implementation:From October 2020 to August 2021, the CDC led training sessions for 12 cohorts of public health staff using pretraining reading materials, case-based scenarios, didactic presentations, peer-learning opportunities, and subject matter expert–led discussions. Multiple electronic assessments were distributed to learners over time to measure changes in self-reported knowledge and confidence and to collect feedback on the course. Participating public health programs were also assessed to measure overall course impact.Evaluation:Among 182 enrolled learners, 94% completed the training. Most learners were infection preventionists (42%) or epidemiologists (38%), had less than 1 year of experience in their health department role (75%), and had less than 1 year of subject matter experience (54%). After training, learners reported increased knowledge and confidence in applying the CDC COVID-19 healthcare IPC guidance for nursing homes (≥81%) with the greatest increase in performing COVID-19 IPC consultations and assessments (87%). The majority of participating programs agreed that the course provided an overall benefit (88%) and reduced training burden (72%).Discussion:The CDC's virtual course was effective in increasing public health capacity for COVID-19 healthcare IPC in nursing homes and provides a possible model to increase IPC capacity for other infectious diseases and other healthcare settings. Future virtual healthcare IPC courses could be enhanced by tailoring materials to health department needs, reinforcing training through applied learning experiences, and supporting mechanisms to retain trained staff.

A qualitative process evaluation of a community conversation intervention to reduce stigma related to lower limb lymphoedema in Northern Ethiopia

BackgroundLower limb lymphoedema (swelling of the lower leg) due to Neglected Tropical Diseases (NTDs) such as podoconiosis, lymphatic filariasis and leprosy is common in Ethiopia, imposing huge burdens on affected individuals and communities. Stigma significantly increases the disease burden and acts as a major barrier to accessing lymphoedema care services. A multi-component stigma reduction intervention was implemented in Northern Ethiopia. Community Conversation (CC) was one of the components implemented, and aimed to reduce stigma and enhance access to and uptake of integrated lymphoedema care services with the active engagement of community members.MethodsA cross-sectional qualitative process evaluation was conducted to document lessons focusing on CC’s relevance, outcomes and implementation challenges. Data were collected from a total of 55 purposively selected participants (26 from the CC intervention site and 29 from the control site) through key informant interviews, in-depth individual interviews and focus group discussions.ResultsCommunity Conversations increased acceptability of health messages about lymphoedema and created peer learning opportunities for unaffected community members. Improvement in the awareness of CC participants about the causes, prevention and treatment of lymphoedema contributed significantly to the reduction of stigmatizing attitudes and discriminatory behaviors, thereby improving access to and utilization of lymphoedema care services provided through primary health care facilities. However, a range of challenges affecting implementation of CC and outcome quality were identified, including perceived complexity of the facilitation guide among facilitators, expectation of incentives among CC participants, inadequate implementation of facilitation principles and procedures, inadequacy of supportive supervision, and low engagement of untrained health workers in CC.ConclusionsWith these challenges addressed, the implementation of CC integrated with other lymphoedema care services shows potential to reduce stigma and promote access to lymphoedema care services.

Academic, clinical and personal experiences of undergraduate healthcare students during the COVID-19 pandemic: A prospective cohort study.

Coronavirus disease 2019 has impacted upon the role and safety of healthcare workers, with the potential to have a lasting effect on their wellbeing. Limited research has been conducted during previous pandemics exploring how student healthcare workers are impacted as they study and train for their professional careers. The aim of the current study was to examine the specific impact of COVID-19 on the academic, clinical and personal experiences of healthcare students. Undergraduate students across three year groups within the School of Health Sciences at Ulster University completed online Qualtrics surveys at three timepoints during one academic year (2020/2021). Quantitative survey data was downloaded from Qualtrics into SPSS Version 25 for descriptive analysis of each cross-sectional sample. Qualitative survey data was downloaded into text format, which was thematically analysed using content analysis. 412 students completed the survey at Time 1 (October 2020), n = 309 at Time 2 (December 2020) and n = 259 at Time 3 (April 2021). Academically, the pandemic had mostly a negative impact on the learning environment, the development of practical skills, the assessment process and opportunities for peer learning and support. Students reported increased stress and challenges managing their workload and maintaining a sense of motivation and routine. Clinically, they felt unprepared by the university for placement where the pandemic had an increasingly negative impact over time on learning and skill development. In terms of personal experiences, despite the majority of students taking steps to keep physically and mentally well, negative impacts on friendships, mental wellbeing and concerns for family were reported. The pandemic had not impacted upon career choice for most students. Consideration must be given to the development of practical skills so students feel prepared for their professional careers given the practical nature of their roles. Programme coordinators should adopt a holistic approach to student wellbeing.

Linking science and action to improve public health capacity for climate preparedness in lower- and middle-income countries

ABSTRACT By 2030, the direct adaptation costs to the health sector due to climate change are expected to cost between USD$2 to USD$4 billion a year. People in many low- and middle-income countries already suffer from several health challenges, such as malnutrition and a high occurrence of infectious diseases, challenges that will be intensified by climate change and variability. Furthermore, these countries often have health systems with a limited capacity to adapt to and prepare for future climate scenarios. As a result, many of the poorest and most vulnerable countries are likely to bear the brunt of health impacts resulting from climate change and variability. The Intergovernmental Panel on Climate Change identified health as the sector with the greatest potential to reduce the impacts of climate change in many lower- and middle-income countries if adaptation measures are taken. In this paper, we use case studies from a project funded by the United States Agency for International Development (USAID) to examine how to design programmes to reduce climate risks in the health sector. The USAID project called the Adaptation, Thought Leadership, and Assessment (ATLAS) Project and it assisted public health institutions in lower- and middle-income countries. Four specific cases are presented: in Mozambique, supporting the National Institute of Health of to launch a climate and health research observatory; in Ethiopia, working with the Ministry of Health to include climate and weather information into malaria early warning systems; in sub-Saharan Africa, improving our understanding of the relationship between temperature and malaria to inform malaria elimination interventions; and working across all project countries (globally) to manage extreme heat to reduce impacts on human health and well-being. We analyze these four ATLAS Project case examples to identify lessons and opportunities for future decisions and investment in climate and health care system management and capacity building programmes. Key policy insights A user-driven participatory approach improves capacity-building efforts, especially around research for decision making. Identifying and attempting to overcome institutional barriers to work across the health and climate sectors is necessary early in the project design phase for cross-sectoral collaboration. Customized data analytics, such as climate forecasting and epidemiological surveillance, should be tailored to specific health risks. While work at the climate and health nexus is relatively new, there is an increasing number of programmes addressing this linkage. There is an opportunity to increase peer learning opportunities drawing on growing experience across countries.

Cooperation between preschool peers in relation to their math learning

Although early childhood education emphasizes peer learning opportunities, adults, including early childhood teachers, often underestimate preschoolers’ abilities to participate in cooperative interactions. Within the empirical literature, cooperative learning among young peers remains poorly understood. This research aims to help build the knowledge base on peers and learning in early childhood. Seventy-two preschool children participated in a study designed to target numeric and counting skills through early learning games. In dyads, the children completed game sessions across three weeks with sessions video-recorded and coded for peer cooperation. Average rates of occurrence, and variations therein, of dyads’ peer cooperative behaviors during game play were examined. The children’s math skills were also assessed prior to the first game play session and after the sixth session. The results showed that the preschoolers demonstrated all peer cooperative behaviors of interest, and preliminary evidence that dyads’ supportive behaviors were associated with post-test counting scores was found.

Remote active learning

Following the necessary shift to online learning in mathematics due to the COVID-19 pandemic, it was widely reported across the sector that encouraging students to engage in online synchronous sessions was very challenging. In this case study, the design and delivery of synchronous sessions for a large Year 1 mathematics module will be discussed. These synchronous sessions utilised an active learning approach which sought to address the difficulties in online learning through a focus on playfulness and games. This approach created opportunities for peer learning and successfully encouraged student engagement and interaction.

Understanding affordances and limitations in a language MOOC from an activity theory perspective

In the last decade, Language MOOCs have attracted a lot of interest for their potential to enhance language learning. However, how learners engage with MOOC environments and realise their benefits, remains unclear. The current study adopts activity theory (Engeström in J Educ Work 14:133–156, 2001) as a lens to comprehend the affordances and limitations in an LMOOC dealing with English presentation skills called Presentation@work. Data were collected via semi-structured interviews with 22 participants. The data were then analysed using thematic content analysis and triangulated with the participants’ profiles using learning analytical procedures. The results showed that peer learning, personalisation, and social interaction opportunities were perceived as affordances by the participants, while lack of proficiency, lack of affinity, course content, and lack of teacher presence were seen as limitations. Relationships between the perceived affordances and limitations and different types of participants were also found. The findings demonstrate that the LMOOC activity system is dynamic and complex and that the learners play a central role in interacting with different aspects of the system. We conclude with a number of suggestions and implications for future LMOOC design, implementation and research.

CAR Peer Learning Guide.

Peer learning is a quality initiative used to identify potential areas of practice improvement, both on a patient level and on a systemic level. Opportunities for peer learning include review of prior imaging studies, evaluation of cases from multidisciplinary case conferences, and review of radiology trainees' call cases. Peer learning is non-punitive and focuses on promoting life-long learning. It seeks to identify and disseminate learning opportunities and areas for systems improvement compared to traditional peer review. Learning opportunities arise from peer learning through both individual communication of cases reviewed for routine work, as well as through anonymous presentation of aggregate cases in an educational format. In conjunction with other tools such as root cause analysis, peer learning can be used to guide future practice improvement opportunities. This guide provides definitions of terms and a synthetic evidence review regarding peer review and peer learning, as well as medicolegal and jurisdictional considerations. Important aspects of what makes an effective peer learning program and best practices for implementing such a program are presented. The guide is intended to be a living document that will be updated regularly as new data emerges and peer learning continues to evolve in radiology practices.

A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission

AbstractDuring their careers, teachers experience change in education policy, societal trends, and cultural shifts in pedagogical thought, requiring continual adaptation and innovation of their practices. Coupled with this is an assumed intrinsic desire to progress, whether as part of their own subject expertise, or with a view to taking on a role as leader in school management or a specialist area. Effective support and opportunities for teachers to develop and apply their competences is crucial for maintaining both motivation and high standards in the profession. However, many teachers across Europe claim to struggle to have access to effective forms of continued professional development coupled with the numerous demands already made on their work. On‐site courses with opportunities for peer learning remain popular but demand time and are not financially cost‐effective in reaching a large number of teachers, nor are they viable during pandemic restrictions. By exploring the pedagogical model of the online courses of the European Commission's Teacher Academy in the context of these challenges, this article discusses how an effective, collaborative approach to online continued professional development can be developed as a way of addressing both teacher and education system needs.