Peer Group Discussion Research Articles

Reducing PTSD in mass medical events: An immediate preventive intervention

A preventive approach to Post-Traumatic Stress Disorder (PTSD) through an Immediate Psycho-Trauma Intervention (IPTI) may significantly reduce PTSD likelihood and provide a cost-effective way to alleviate suffering. This mixed-method study 1) compared medics who received an IPTI to those who did not after a mass medical event, 2) compared the number medics diagnosed with PTSD from the IPTI group to the minimum number in similar cases reported in the literature. The results indicated that 1.09 % of the medics who underwent the IPTI (N = 275) followed by peer discussion groups and a memorial ceremony were formally diagnosed with PTSD in contrast to the 5 %-20 % reported in similar circumstances. Of these, all but three resumed work within their emergency medical teams. In the one-year qualitative follow-up interviews (N = 14), the IPTI recipients exhibited significantly fewer PTSD symptoms and negative effects than the non-IPTI group. They reported fewer negative themes and a reduced need for professional psycho-trauma assistance, with no significant differences in event recollections between groups. These findings point to the efficacy of the VIOS IPTI in mitigating PTSD risk and suggest its potential for widespread application in clinical settings as a preemptive measure in response to traumatic events.

Promoting the Wellbeing of Physiotherapy Students on Placement:

The current healthcare workforce crisis in the United Kingdom has highlighted the need to equip graduates with the skills to maintain their personal wellbeing whilst working in increasingly pressurised environments. The Placement Wellbeing Project (PWP) is an intervention designed to support the wellbeing of physiotherapy students during studies, while on placement and as they enter the workforce. This action research project used a single group, repeated measures design. Ethical approval was gained from the [redacted] ethics committee. On recruitment, participants were given the Placement Wellbeing Toolkit [toolkit link available but redacted as not anonymous to author or organisation] and took part in a pre-placement peer group discussion and a post-placement de-briefing session. Outcomes were measured using the Placement Coping Scale (PCS) and the General Self-Efficacy Scale. Significant improvements were observed in the total PCS score (Friedman's test χ2(2) = 19.75, p = 0.000) and all individual items of the PCS from baseline to post-placement. Post hoc analysis detected significant improvements between baseline and pre-placement total PCS scores (p = 0.005). Total GSE scores improved significantly from baseline to final measure (Wilcoxon sum-rank test Z = 2.105, p =.035). To develop a resilient future workforce we need to ensure that students are well prepared for challenges and supported to maintain their wellbeing on placement. The results of this study indicate that physiotherapy students may benefit from interventions to develop positive coping strategies for placement.

Eğitim Sistematiğinde Analitik Düşünme Öğretim Model ve Stratejilerinin İncelenmesi

21. in the developing world of the century, increasing global competition, access to technology, digital information and tools also affect the qualities that individuals should have. The adaptation of individuals to the advances in technology and the rapid developments in the production and transfer of information as a result requires them to use their thinking skills effectively. Therefore, 21. in the light of the century requirements, it is considered important to design educational policies and practices in order for students to achieve these skills. In addition, the curriculum, school, learning environments and teacher factors should also be included in this draft process. Undoubtedly, one of the most important issues that we face in this context is the development of analytical thinking teaching models and strategies in educational systematics. Analytical thinking The reasoning model is a teaching strategy that aims to involve students in the reasoning process or the solution of complex problems through peer or teacher-led group discussion in order to encourage them to think. The main point of the model is the criticisms against the traditional classroom discussion. It is criticized because the traditional classroom discussion is mostly dominated by the teacher and takes place in the form of a monologue with the teacher's questions to initiate the discussion-answer-evaluation. Educational thinkers suggest that students' conversations about their thinking processes and engaging in mutual dialogue develop analytical and independent thinking. Based on this view, they stated that this model, which includes collaborative reasoning discussion, is effective in analytical thinking education. At the first stage of the implementation of the model, students are taught the language, principles and skills of analytical thinking clearly and directly. Afterwards, students are supported to use these principles and skills in their learning. Students are being engaged in a series of thinking tasks that involve teacher- or peer-led collaborative reasoning discussions. Key Words: Educational Systematics, Analytical Thinking, Reasoning, Teaching Models and Strategies

Demonstrating consensus in argumentative settings: Co-constructions in children’s peer discussions

‘Taking part’ in conversations requires different activities from the interactants depending on the kind of conversation. This article investigates co-constructions in oral peer group discussions of elementary school children from grades 2 to 6 (7–12 years old). Although dissent is the starting point of argumentations, negotiating processes in oral argumentations are often co-constructed by two or more speakers on different levels, including consensual contexts. Co-constructions presuppose that the second speakers recognize structures and expectations based on the turn of the first speaker and that they are able to complete or expand these structures. Therefore, co-constructions can be understood as an indicator for oral skills and as a key site of ‘taking part’ in small group discussions. The article will discuss two different kinds of co-constructions (morpho-syntactical and argumentative-structural) based on 60 transcripts from a bigger corpus of 180 peer discussions. The analysis will show that these co-constructions can be understood as synchronizations of thinking and acting and to what extent they are an indicator of oral skills and play an important role in cooperative learning settings. The results are relevant in school contexts when it comes to assess oral argumentation of students. For teachers, they are helpful to elicit requirements for children’s argumentation skills and to design tasks conducive to learn to argue and develop assessment tools accordingly.

Transforming self-experienced vulnerability into professional strength: a dialogical narrative analysis of medical students' reflective writing.

Medical students' efforts to learn person-centered thinking and behavior can fall short due to the dissonance between person-centered clinical ideals and the prevailing epistemological stereotypes of medicine, where physicians' life events, relations, and emotions seem irrelevant to their professional competence. This paper explores how reflecting on personal life experiences and considering the relevance for one's future professional practice can inform first-year medical students' initial explorations of professional identities. In this narrative inquiry, we undertook a dialogical narrative analysis of 68 essays in which first-year medical students reflected on how personal experiences from before medical school may influence them as future doctors. Students wrote the texts at the end of a 6-month course involving 20 patient encounters, introduction to person-centered theory, peer group discussions, and reflective writing. The analysis targeted medical students' processes of interweaving and delineating personal and professional identities. The analysis yielded four categories. (1) How medical students told their stories of illness, suffering, and relational struggles in an interplay with context that provided them with new perspectives on their own experiences. Students formed identities with a person-centered orientation to medical work by: (2) recognizing and identifying with patients' vulnerability, (3) experiencing the healing function of sharing stories, and (4) transforming personal experiences into professional strength. Innovative approaches to medical education that encourage and support medical students to revisit, reflect on, and reinterpret their emotionally charged life experiences have the potential to shape professional identities in ways that support person-centered orientations to medical work.

Access to automated comparative feedback reports in primary care – a study of intensity of use and relationship with clinical performance among Swedish primary care practices

BackgroundDigital applications that automatically extract information from electronic medical records and provide comparative visualizations of the data in the form of quality indicators to primary care practices may facilitate local quality improvement (QI). A necessary condition for such QI to work is that practices actively access the data. The purpose of this study was to explore the use of an application that visualizes quality indicators in Swedish primary care, developed by a profession-led QI initiative (“Primärvårdskvalitet”). We also describe the characteristics of practices that used the application more or less extensively, and the relationships between the intensity of use and changes in selected performance indicators.MethodsWe studied longitudinal data on 122 primary care practices’ visits to pages (page views) in the application over a period up to 5 years. We compared high and low users, classified by the average number of monthly page views, with respect to practice and patient characteristics as well as baseline measurements of a subset of the performance indicators. We estimated linear associations between visits to pages with diabetes-related indicators and the change in measurements of selected diabetes indicators over 1.5 years.ResultsLess than half of all practices accessed the data in a given month, although most practices accessed the data during at least one third of the observed months. High and low users were similar in terms of most studied characteristics. We found statistically significant positive associations between use of the diabetes indicators and changes in measurements of three diabetes indicators.ConclusionsAlthough most practices in this study indicated an interest in the automated feedback reports, the intensity of use can be described as varying and on average limited. The positive associations between the use and changes in performance suggest that policymakers should increase their support of practices’ QI efforts. Such support may include providing a formalized structure for peer group discussions of data, facilitating both understanding of the data and possible action points to improve performance, while maintaining a profession-led use of applications.

Role of Self-Directed Learning in Pedagogy – Current Scenario of Competency-Based Medical Education

Abstract Self-directed learning (SDL) is a learning procedure among participants where they understand their learning goals, formulate them, and identify resources for learning. There are four key steps of SDL. SDL allows learners to be more effective learners and social beings through peer group discussions. Hence, it helps develop innovative ideas and valuable insights. The COVID-19 pandemic has caused a significant paradigm shift in teaching–learning methods. The self-paced online courses are appeared to be a crucial part in learning during the pandemic. Those courses are somehow interlinked with the principles of SDL, thus SDL can be a boon in the current scenario with the COVID-19 pandemic. However, lack of independence and self-motivation forms a major barrier to SDL learning. The lack of a healthy relationship between the teachers/instructors and students and adequate technology might also affect the adoption of SDL. SDL will attain a massive success with the availability of adequate resources and technology and their effective utilization.

Computer programming a chatbot to improve social-communication skills in autistic children: A feasibility study

Purpose A pilot study evaluated the feasibility of a curriculum that overtly teaches computer programming while covertly scaffolding social-communication skills for autistic children aged 8–12 years. Methods Participants were taught the Python programming language so they could program their own chatbots to greet a human user and discuss different topics, taking turns during the discussion, as though the chatbot were a human itself. The students were challenged with creating chatbots that pass the ‘Turing Test’, where a human evaluator would not be able to tell whether their chatbots were humans or computer programs. The curriculum included didactic instruction, peer-group discussion, homework and the chatbot project. Six autistic children participated in the six-session program. Feasibility was assessed using questionnaires and qualitative feedback. Results The curriculum is deemed feasible and desirable. There was no measurable change in social-communication skills immediately following the six-session program. Participants and their parents were highly interested in similar programs in the future, suggesting promising potential for further development and refinement. Conclusion A curriculum of programming a chatbot that also covertly scaffolds social communication is feasible for autistic children who are interested in computer programming.

Collaborative Approach to the Spatial Journey- An Experiment in First Year Architectural Design Studio.

Abstract: An architectural design studio is a place for learning, experimentation, and exploration. Design of a built environment has constantly remained a collective activity where the architect, client, structural engineer, surveyor, service contractor, mason, and many others work together for a common goal. In the traditional design studio model, a student is expected to follow a set of design procedures like ideation, conceptualization iteration, and finalization to arrive at the outcome. He is supposed to design a built form based on context, climate, socio-economic parameters, and function using appropriate materials and technology. Often the process becomes a drool if the student is allowed to follow the sequence all alone. He or she may get stuck and lack motivation. But if the studio pedagogy involves discussion and an endeavor to explore rational thinking by adopting learning by doing together which may involve peer group discussion and continuous inputs from faculties, the process becomes much more interesting. A pupil studying architecture needs to cooperate and engage in design studios with his or her classmates and faculty. In addition, the students need to confederate, to achieve the objective of learning in a way that prepares them for the extremely synergistic phenomena of the architectural profession. (Crosbie, 1995; Daniels, 2002).This research aims to understand the effectiveness of design studios that can work in collaboration to refine every partaker’s contribution to the design methodology. The research was supervised as a semester-long exercise that integrated forty-six students from the first-year Architectural Design program, at KLE Technological University, India. The author explored quantitative analysis in the form of rubrics along with qualitative parameters like peer assessment, faculty feedback, and student response in the design process. . Keywords— Collaborative Design Studio; Design Methodology; Traditional Design Studio.

Three Male Primary Student Teachers’ Intersections of Languaging and Teaching

Background: This paper reports on an investigation of male primary student teachers about their planning and teaching over the course of the 2021 year. Three male student teachers’ experiences are presented.
 Purpose: This study highlights how they negotiated the intersections of self with school, identity, and gender as male student teachers.
 Method: In weekly semi-structured peer group discussions student teachers were asked to describe the decisions that they made in planning, to reflect on the nature of the decision-making process that they went through, and about the consequences of this process. As necessary, questions were posed to the groups to further stimulate discussions. Written notes were taken from these discussions and used in combination with visiting lecturer notes about their teaching practice.
 Results: It was through the combination of these classroom activities and teaching practice observations that ethnomethodology and symbolic interactionism intersected with these student teachers’ self with school, identity, and gender. Ethnomethodology concerns how social order is established through social interactions while symbolic interactionism includes both verbal and non-verbal communication. It has been known that past experiences are the foundations of future experiences. The three male primary student teachers presented in this study support this assertion through their inward-looking and/or outward looking narratives.
 Conclusion: This study adds to our understanding of the importance of what messages schools, colleagues, and the wider community are sending to male primary teachers about their work and worth as primary teachers.

Changing role of librarians in the wake of the COVID-19 pandemic

Librarians' role goes beyond the delivery of services such as providing current awareness, selective dissemination of information, and referral services among others. It involves helping people to comprehend vital information through the provision of media and information literacy support. One of the recent issues is curtailing the spread of the COVID-19 pandemic. The main objective of the study was to determine the changing roles of librarians in preventing the pandemic, and the challenges in sharing information on the COVID-19 pandemic. A descriptive survey design using Google Forms was used. Google form links were sent to the online forum of librarians in Nigeria. A population of 759 was derived from various online platforms. The Krejcie and Morgan sampling method was used to pick the sample size of 250 respondents, to achieve the sampling size, the research was observant to make sure the number of respondents did not exceed the sample size by constantly checking the response report. The return rate was 127 librarians. The study's findings revealed that librarians used formal and informal channels to disseminate information to society in the wake of the pandemic. It further revealed that WhatsApp groups, Facebook, and flyers, among others were the most used channels. The findings also revealed that librarians play a critical role in preventing the pandemic spread by posting cleaning, safety measure and social distancing information on various WhatsApp groups they belong to. The study recommends that libraries should also consider other means of communication such as visiting market places, visiting local communities, peer group discussions, and use of telegram, among others to advocate for the prevention of COVID-19 pandemic

The Effect of Peer Group Discussion (PGD)-Based Health Education in the Attitude and Behavior Toward Among Student in Boarding School

The high incidence of scabies disease in boarding schools is due to the lack of knowledge among Islamic Boarding School Students about scabies prevention. Absence of exposure to health information about scabies is the cause of their lack of knowledge. This study was aimed to determine the effect of peer group discussion (PGD)-based health education on the attitude and behavior toward among students in boarding school in Serang district. This study uses a quasi-experimental design with one group pre and post-test. The intervention in this study was PGD-based health education with two stages, the first was a lecture about scabies prevention, and the second was PGD about how to prevent scabies. A total of 22 respondents were recruited for this study. Questionnaires of attitude and behavior to prevent scabies were used as data collection instruments. Data collection was performed in 3 stages: before the intervention, one hour after the intervention, and two days after the intervention. The mean scores for attitudes before, one hour, and two days after the intervention were 19.86, 22.59, and 25.27 respectively, and the mean scores for behavior before, one hour, and two days after the intervention were 89.23, 96.27, and 106.95 respectively. The result of a one-way within-subject ANOVA test showed that the mean scores of attitudes and behaviors of students were significantly different during one of the time points. This study recommends the school runs a sustainable program of PGD-based health education about scabies to increase awareness of scabies disease prevention among Islamic Boarding School Students.
 Keywords: student, health education, peer group discussion, scabies, attitude, behavior

Real-World User and Clinician Perspective and Experience with MiniMed™ 780G Advanced Hybrid Closed Loop System.

The advanced hybrid closed loop (AHCL) MiniMed™ 780G system changes basal insulin delivery every 5min and auto bolus in response to sensor glucose values. We assessed the performance of the AHCL system in real-world settings for individuals with type 1 diabetes (T1DM) as well as user and clinician perspectives and satisfaction. We held two peer group discussions: one having adults with T1DM/parents of children and adolescents with T1DM to understand their experiences with the AHCL system and another with healthcare providers (HCPs). Responses from the discussions were analyzed and categorized into themes by two independent researchers, with any inconsistencies resolved by consensus. We also analyzed data from the system uploaded to CareLink personal software. Glycemic outcomes, including time in range (TIR), time below range (TBR), time above range (TAR), mean sensor glucose (SG) levels, glucose management indicator (GMI), sensor use, and percentage of time spent in AHCL, were determined. The peer group discussions revealed numerous key themes and issues for each group, such as the significance of setting reasonable expectations, carbohydrate counting and bolus dosing, technical difficulties, and overall user experience. The users (n = 25; T1DM; 17 female; age 13.8 ± 7.49years; A1C 6.54 ± 0.45%; duration of diabetes 6 ± 6.78years) were very satisfied with the system. Most users experienced consistent blood glucose values with very few hypoglycemic episodes. However, there were a few limitations reported, such as hyperglycemic episodes caused by inaccuracies in carb counting, issues with sensor connectivity, and cannula blockages or kinking for those using insulin Fiasp. Users achieved a mean GMI of 6.4 ± 0.26%, TIR of 83.0 ± 8.12%, TBR (54-70mg/dL) of 2.0 ± 0.81%, TBR* (< 54mg/dL) of 0%. All of the users achieved a TIR of > 70%. The use of the AHCL system in T1DM resulted in robust glycemic control, minimizing hypoglycemia. Providing training to both users and HCPs can help them use the system effectively.

Keeping the Essentials in Place: Lessons Learned from a Qualitative Study of DREAMS in Northern Uganda

Peer-facilitated curriculum-based programs, including Stepping Stones, have been shown to be effective in preventing HIV and reducing gender-based violence (GBV). We conducted a qualitative study in early 2017 to hear perspectives of adolescent girls and young women (AGYW) participating in the USAID-funded Determined, Resilient, Empowered, AIDS-Free, Mentored, and Safe Women (DREAMS) intervention (administered by the President’s Emergency Fund for AIDS Relief (PEPFAR) in northern Uganda that featured 10 peer-facilitated sessions of a Stepping Stones curriculum. The study focused on asking AGYW how the initiative had affected their lives and on identifying lessons learned that could support future initiatives. A total of 56 AGYW were interviewed, including the peer facilitator and 6–7 randomly selected participants of nine DREAMS groups in Northern Uganda. Overwhelmingly, participants indicated that regular HIV testing and knowing their status, knowledge and an increased use of family planning, and knowing how to respond to GBV were among the results of their participation. However, a problematic finding was that peer group discussions relating to reducing GBV included advising AGYW about how to adjust their own behavior in ways that would reduce tension with their male partners, rather than shifting harmful gender norms. This is not consistent with the Stepping Stones program and prompted a retrospective review of factors related to how the program was implemented to better understand this result. Our study points to the important role facilitators play in shifting challenging gender norms, and the importance of fidelity to original program designs, as well as appropriate adaptations for different contexts. Our findings also signal the need for funders to allow sufficient time to pilot and adapt models.

Ultra-Processed Food can be a Mediator between Food Security Status and Overweight or Obesity among Adults: A Literature Review

Background: The ultra-processed food (UPF) contributed 20-85% of total daily calories. The consumption of UPF can be triggered by food security status. Many studies revealed that UPF consumption has a direct negative impact on health, mainly in overweight and obesity. Objectives: To review published studies assessing food security, UPF consumption, and overweight or obesity and find the possible links between those three factors. Methods: A literature review of scientific articles about food security, UPF consumption, and overweight or obesity, selected systematically according to the PRISMA Diagram. All articles were gathered through medical search engines, including PubMed, ScienceDirect, and Scopus, from December 2021 to February 2022. The bias risk of each selected paper was assessed using the checklist from The Joanna Briggs Institute (JBI) Critical Appraisal. Peer review and group discussions were performed to assess the quality of all articles gathered as objectively as possible using the STROBE Checklist. A narrative synthesis approach was opted to unify all findings across included studies systematically. Results: Nineteen (19) scientific published papers were filtered. The association between food security status and UPF consumption showed inconsistent findings. However, UPF consumption revealed a consistent association with overweight/obesity, where the higher the UPF intake, the greater odds of being overweight/obese. The relationship between food security status and overweight or obesity tended to have a similar pattern. In high-income countries, the association was negative (the more food insecure, the higher overweight or obesity), while in low- and middle-income countries showed the opposite. The pathway could be: (1) food-insecure adults have higher UPF intake, hence gaining body weight, or (2) food-secure adults have higher UPF intake, hence gaining body weight. Conclusions: UPF consumption is indicated as a potential mediator for food security status and nutritional status (overweight/obesity) through two pathways involving socio-demographic factors, psychological factors, social protections, and food choice motives.

Walking the line between assessment, improvement and learning: a qualitative study on opportunities and risks of incorporating peer discussion of audit and feedback within quality improvement in general practice

ObjectivesThere is a broad call for change towards ‘new era’ quality systems in healthcare, in which the focus lies on learning and improving. A promising way to establish this in...

Times Constraints, Lack of Confidence in Treatment, Stigma, and Confidentiality Concerns: Barriers to Care Among First-year Internal Medicine Residents During the COVID-19 Pandemic.

The coronavirus disease 2019 (COVID-19) pandemic has presented unprecedented challenges for frontline health care workers. First-year medical residents have been at high risk of psychological distress given these challenges as well as those related to transitioning to a provider role. Virtual peer discussion groups were organized for first-year residents (N=47) at a large, American academic medical center to process the emotional impacts from the pandemic and provide support. Residents completed an anonymous survey before the initiation of the discussion groups to assess their level of psychological distress, perceived sources of stress, impact of the pandemic on their mental health, and attitudes toward seeking mental health services. Results from the survey identified time constraints as the greatest barrier to accessing mental health care, followed by lack of confidence in treatment, stigma, and concerns about confidentiality. We discuss potential ways to address some of these barriers to improve access and acceptability of mental health support for this specific population during a pandemic.

Next‐generation entrepreneurial identity in family business systems: The influence of role‐changing events on the understanding of legacy, individual identity, and transgenerational entrepreneurship of next‐generation family business principals

AbstractThe paper addresses how the understanding of family business legacy, individual identity, and transgenerational entrepreneurship of next‐generation principals is affected by role changing events in family business systems. The paper uses the insights of a focus group of 38 next‐generation family business principals of ultrahigh‐net‐worth business families from 14 countries. It corroborates that parents and role models are influencing factors on the understanding and perception of family identity, values, and transgenerational entrepreneurship. Identity inflection points during moments of expected and unexpected role changes, such as family business succession, can either positively or negatively impact the appreciation of a next‐generation principal regarding legacy, identity, and transgenerational entrepreneurship. Based on the results of the qualitative interviews and peer group discussions, the findings indicate how identity inflection points affect the preservation of the next‐generation family business principal's identity and family identity during a moments of role changes in family businesses and are a bottleneck for transgenerational entrepreneurship.

Impact of health education intervention on demand of women for cervical cancer screening: a cluster-randomized controlled trial

BackgroundCervical cancer is considered preventable disease, though it is the second largest killer of women’s cancer in low and middle-income countries. Despite the government’s attempts to broaden screening facilities, the screening service utilization was poor. Our study evaluated the impact of health education intervention on women’s demand for cervical cancer screening.MethodsCommunity-based cluster-randomized controlled trial was conducted in thirty district towns as clusters in Tigray region, Ethiopia. A total of 700 women aged 20 to 60 years were recruited for both groups using simple random sampling from April to July, 2018. After baseline data collection, health education intervention was given to the intervention group by trained health professionals using power point presentation and peer group discussion at the nearest health institution. The health education was given for three days followed by subsequent consultations for 6 months. The outcome variable was demand of women for cervical cancer screening. The intent-to-treat and per-protocol analysis were considered to evaluate the inflation of the loss to follow-up on effect size. Chi-square test was used to assess the difference of variables between control and intervention groups at baseline data. Finally, difference in difference analysis was used to see the true effect of the intervention on outcome variable.ResultsA total of 674 participants (340 in intervention and 334 in control groups) were able to complete the follow-up, making a response rate of 96.3%. At baseline, the differences in proportion of all outcome variables in control and intervention groups were not statistically significant. After follow-up, a statistically significant difference between control and intervention groups was observed in the proportion of willingness to screen (p value = 0.000), having plan to screen (p value = 0.000), ever screened (p value = 0.000), and the overall demand for cervical cancer screening (p value = 0.000). Finally, the impact of intervention was explained by the difference in differences in the proportion of willingness to screen (36.6%) (p value < 0.000), having plan to screen (14.6%) (p value < 0.000), ever screened (16.9%) (p value < 0.000), and overall demand for cervical cancer screening (36.9%) (p value < 0.000).ConclusionThis study revealed that health education intervention could increase in overall demand of women for cervical cancer screening. Thus, it would be helpful to consider health education in health planning and service provision.Trial registrationThe registration number is PACTR201808126223676; date registered: 23 April 2018, and the type is “retrospectively registered.”

Association between sexual and reproductive health education in peer group and comprehensive knowledge of HIV among adolescent girls in rural eastern Ethiopia: a community-based cross-sectional study

ObjectivesThis study examined the association between sexual and reproductive health (SRH) education in peer-group discussion and comprehensive knowledge of HIV among young adolescent girls in rural eastern Ethiopia.DesignThe study analysed...