Peer Learning Groups Research Articles

Comparing Peer-Taught Student Tutors to Faculty-Taught Student Tutors in Educating Medical Students on Musculoskeletal Ultrasound.

In recent years, medical education has witnessed a shift in the integration of ultrasound into the preclinical years of medical school. Given the exponential increase in accessibility to ultrasound technology, students now have the opportunity to create peer learning groups in which ultrasound concepts can be taught from peer to peer, empowering students to work together to integrate ultrasound concepts early in their preclinical education. This project investigates the efficacy of peer-taught student tutors (PTSTs) in imparting the fundamentals of basic ultrasound techniques to first-year medical students in the setting of identifying and labeling upper extremity musculoskeletal (MSK) anatomy. Methods: First-year medical students were instructed to identify volar forearm structures with an ultrasound probe. Students and instructors were given access to an ultrasound probe, ultrasound gel, an iPad, and a standardized patient. Students were taught either by an ultrasound instructor (UI) or PTST. After a hands-on demonstration by a UI or PTST, participating students were told to take screenshots and label their images as accurately as possible, identifying the aforementioned volar structures on a standardized patient without any feedback. The labeled screenshot images of volar structures were graded based on the ability to clearly visualize the intended structures. Results: The results of this study comparethe efficacy of PTSTs as educators of basic sonographic identification techniques with that of UI faculty members. A chi-square analysis was performed between the images obtained by the UI and PTST students, and there was no statistically significant difference in identification accuracy between the groups (p = 0.7538, 0.1977, 0.1812, 0.301). When using the Mann-Whitney U rank test, there remained no statistically significant difference between the accuracy of the students taught by STs compared to students taught by UIs (p = 0.7744, 0.09538, 0.07547, 0.1846). Another finding showed that students belonging to both teaching groups were generally not able to infer the pathology of volar wrist structures when given pathology identification questions regarding upper extremity ultrasound. Using chi-square with Yates correction, there is nosufficient evidence to justify an association between the ability to answer pathology-based ultrasound questions and instructor type (p = p = 0.6299, 0.8725). This study supports the interpretation that the capability of first-year medical students to learn novice MSKsonographic identification is independent of whether the educator is a PTST or UI. This interpretation reveals a promising avenue toward the integration of the fundamentals of ultrasound identification early in medical education with little to no concern for the exhaustion of institutional resources. Along with the other well-documented benefits of the utilization of STs in medical school, a peer tutoring system centered on ultrasound skills designed in the way this study describes can be an effective, resource-sparing system that enhances medical students' sonographic capabilities early in their preclinical years.

Self-efficacy toward prescribed burning among female and male family forest landowners in Georgia, US

Around 9.6 million family forest landowners (FFLs) collectively own 36% of the forestland in the United States (US), playing a vital role in managing and shaping the forests across the country. There is an array of forest management practices that these families can pursue on their forestlands, including prescribed burning, which, although controversial, is a tool with many social and environmental benefits, such as hazardous fuels and wildfire reduction. Drawing on mail survey data of FFLs in Georgia, US, this study examines, through partial-least squares structural equation modeling and significance testing, how gendered self-efficacy (i.e., beliefs about gender roles in forestry, confidence in forest management skills, and knowledge about prescribed burning), predict prescribed burning intentions among female and male forest landowners. Our results show that male respondents believe in masculine gender roles in forestry, have more confidence in their forest management skills, and more confidence in their self-reported knowledge about prescribed fire, compared to their female counterparts. Exhibiting high self-efficacy in terms of confidence in own's forest management skills and prescribed burning knowledge increases the likelihood of prescribed burning intentions among FFLs. On the other hand, low self-efficacy among female FFLs is a negative predictor for their prescribed burning intentions in the next five years. We conclude that boosting female forest landowners' self-efficacy through same-gender peer learning groups would potentially increase their prescribed burning intentions, benefiting their forestlands, the southern forested landscape, and society.

Perceptions of equity in leader peer learning groups

PurposePeer groups have been established as one of the best tools for leadership learning for family business leaders. However, these groups remain underutilized because business leaders disengage and voluntarily create turnover from these groups. This study explores the perceptions of family business leaders concerning the usefulness, growth opportunities, and equity within peer learning groups to determine what factors impact retention in these groups.Design/methodology/approachTwo surveys were administered to 321 family business owners and leaders through three large family business centers in different regions of the United States. Leaders were grouped into those who left versus those who remained in a peer learning group. Data were collected about their learning experiences and why they remained or voluntarily left a group.FindingsLack of equity was found to be the main determinant of turnover in peer learning groups. Peer learning groups need to consist of business owners along the same trajectory, career stage, and in similar stages of growing a family business in order to equally contribute to the group’s learning. Business leaders who are in peer learning groups they report as being equal also report that their groups are more helpful, trustworthy and create better-quality learning experiences.Originality/valuePeer groups are important for peer-to-peer learning and continued education for family business leaders. Having a group of peers whom have dealt with similar issues can help business leaders overcome problems successfully. However, little research exists that examines what factors make these peer groups successful.

Financial impact of telehealth: rural chief financial officer perspectives.

To explore the perceived impacts of a variety of telehealth services on hospital finances and assess how hospital administrators make decisions about adopting telehealth programs. From October 2021 to January 2022, we conducted semistructured interviews with chief financial officers (CFOs) of rural hospitals. Recruitment occurred in collaboration with 6 rural health collaboratives and hospital associations that facilitated CFO peer-learning groups. We used inductive and deductive approaches informed by a health care innovation adoption model to identify themes in the qualitative data. Twenty rural hospital CFOs and other hospital administrators from 10 states participated in interviews. Seventeen (85%) represented critical access hospitals and 3 (15%) represented short-term acute care hospitals. Although CFOs believed telehealth has some financial advantages (eg, can help to avoid patient transfers), they did not believe that telehealth improved their hospitals' financial situations. CFOs, rather, seem motivated to implement telehealth services to improve quality of care and address patients' needs. CFOs reported that limited reimbursement, low volumes, preference for in-person care, and insufficient broadband were key challenges to telehealth's financial viability. Understanding how CFOs think about the return on investment of telehealth can inform efforts to promote telehealth utilization in rural communities and to develop policy solutions to make telehealth more sustainable. CFOs may benefit from guidance on promising practices and cost-effective implementation strategies. Policy makers could take steps to improve telehealth's financial attractiveness (eg, through payment parity, subsidies to improve technology infrastructure).

COLLABORATIVE STRATEGIC READING ON STUDENTS’ COMPREHENSION AND MOTIVATION

Collaborative Strategic Reading (CSR) is a comprehension approach developed by Janette Klingner and Sharon Vaughn in 1996 and 1998, which uses a mix of whole class instruction and small cooperative peer learning groups. It begins with teacher modeling, role-playing, and teacher think-aloud and then, followed by the formation of heterogeneous cooperative learning groups in which students employ four comprehension strategies: Preview, Click and Clunk, Get the Gist, and Wrap Up. This study investigated the effects of Collaborative Strategic Reading on students’ comprehension and motivation. Specifically, it sought to determine the reading comprehension level of the students in the CSR and non- CSR group in the pretest and posttest; identify the motivation level of the students in the CSR and non- CSR group in the pretest and posttest; find out if there is a significant difference in the reading comprehension level of the students in the CSR and non-CSR groups, and assess if there is a significant difference in the motivation level of the students in the CSR and non-CSR groups. The study used a quasi-experimental design method. It utilized a random sampling among 70 Grade 9 participants. The reading comprehension levels of students were identified through a teacher-made comprehension test which was interpreted using Phil-IRI Silent Reading Program. Students’ motivation was determined through a reading motivation questionnaire adapted from Wigfield and Guthrie (1997). Results showed that the CSR group outscored the non-CSR group on their reading comprehension. Also, students in both groups were moderately motivated towards reading, however, the CSR group has higher motivation compared to non-CSR group. Moreover, there was a significant difference in the reading comprehension of students exposed to CSR and non-CSR groups. On the other hand, the reading motivation of students exposed to CSR and non-CSR groups was statistically significant. Therefore, CSR was effective in improving the reading comprehension of students as well as enhancing their reading motivation.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" /></p>

Medical Students' Perception and Perceived Value of Peer Learning in Undergraduate Clinical Skill Development and Assessment: Mixed Methods Study.

BackgroundThe effectiveness of peer learning in clinical skill development is well recognized and researched, given the many benefits gained such as enhanced learning, alleviation of the burden on faculty, and early development of teaching skills for future doctors. However, little is known in terms of its effectiveness as an assessment tool and the extent to which peer assessment can be relied upon in the absence of faculty support.ObjectiveThis study was conducted to assess medical students’ perception toward peer learning, which is based on self-regulated learning as a tool of assessment, and to compare peer evaluation with faculty evaluation of clinical skill performance.MethodsA cohort of 36 third-year medical students were exposed to peer learning (same-level) in clinical skills education for 3 months. A convergent mixed methods approach was adapted to collect data from 3 sources, namely, students’ perception of peer learning, performance scores, and reflective observational analysis. A 5-point Likert-type scale was used to assess students’ (n=28) perception on the value of peer learning. The students were asked to assess their peers by using a preset checklist on clinical skill performance, and scores were compared to faculty assessment scores. Reflective observational data were collected from observing video recordings of some of the peer learning sessions. The findings from all 3 sources were integrated using joint display analysis.ResultsOut of 28 students, 25 students completed the survey and 20 students perceived peer learning as valuable in clinical skills education. The mean score of peer assessment was higher than that of faculty assessment. There was a significant difference in student performance between supervised teaching and peer learning groups (P=.003). Most students focused on the mastery of skill with little attention to the technique’s quality. Further, students were unable to appreciate the relevance of the potential clinical findings of physical examination.ConclusionsPeer learning in clinical skills education, based on self-regulated learning, empowers students to develop a more responsible approach toward their education. However, peer assessment is insufficient to evaluate clinical skill performance in the absence of faculty support. Therefore, we recommend that peer learning activities be preceded by supervised faculty-taught sessions.

Comparison Between Peer Learning and Conventional Methods in Biostatistics Course Among Postgraduate Nursing Students’ Final Score, Statistics and Test Anxiety: A Quasi-experimental Study with a Control Group

Background: Biostatistics course is considered essential for nursing education. Thus, conceptual learning in biostatistics is highly critical for postgraduate nursing students. A large proportion of students identify this course as the most anxiety-inducing course. The largest part of students’ anxiety in the semester in which they take biostatistics course is manifested in the form of statistics anxiety in addition to test anxiety. Objectives: To evaluate the effectiveness of the peer learning method in biostatistics course among postgraduate nursing students’ final score and test and statistics anxiety. Methods: This quasi-experimental study was conducted during the first semester of the academic year 2019 - 2020 in the Faculty of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences. Students were divided into two separate classes according to their courses. In one class, biostatistics course was taught by peers, and the lecture method as the conventional method was used for teaching in the other class. Test and statistics anxiety questionnaires were completed by the students of both groups before the educational intervention and at the end of the semester. Data was analyzed by SPSS 20 using nonparametric tests. Results: The mean final score in the lecture and peer learning groups were respectively 9.9 ± 4.60 and 11.55 ± 4.76 (P = 0.245). At the end of the course, the mean scores of statistics and test anxiety decreased in the intervention group in comparison to the conventional group. Conclusions: Using the peer learning method in biostatistics course has a positive effect on reducing test and statistics anxiety and increasing final scores in postgraduate nursing students.

Students Pay the Price: Doctoral Candidates are Targeted by Contract Cheating Websites

Aim/Purpose: This paper analyses the textual features of contract cheating websites that offer thesis writing services for doctoral students and considers implications for practice. Background: Contract cheating is an increasing challenge for higher education institutions, governments and societies worldwide. However, relatively little is known about the prevalence of online thesis writing services and the ways in which these companies attract doctoral students as customers. Methodology: This study has a three-step textual analysis methodological approach: firstly, identifying contract cheating websites that target doctoral students; secondly, applying a top-down thematic approach to the literature to identify potential vulnerabilities; and, thirdly, using these themes in a textual analysis to interrogate the language used on these websites. Contribution: Much of the current research into contract cheating has focused on coursework students. This study builds on the small sub-field of scholarship that has investigated contract cheating in a research writing context, and in contradistinction to previous studies, analyses the persuasive language features used by online contract cheating websites in the context of commonly reported doctoral student challenges. This is a novel approach not yet explored in the literature. Findings: The analysis reveals that contract cheating websites include specific language to appeal to doctoral students’ vulnerabilities across four common themes: ‘balancing work and personal life’, ‘the complexity of doctoral academic writing’, ‘self-efficacy’ and ‘academic career progression’. Recommendations for Practitioners: The themes present in this study highlight the critical role thesis supervisors can play in supporting doctoral students’ thesis writing progression, as well as the value of peer learning groups in building self-efficacy. The limited research literature into contract cheating in a doctoral context also suggests a need for increased training and awareness-raising programs for supervisors, thesis examiners and new graduate students. Recommendation for Researchers: Future studies that further investigate the prevalence of these themes across a broader scope of websites and countries will provide greater insights into the extent to which these websites are a global threat to vulnerable doctoral students. Impact on Society: The paper provides a foundation for researchers and graduate schools to raise greater awareness of contract cheating amongst doctoral students and, in so doing, combats the reputational risks it can have on universities and the potential safety risks for the general public. Future Research: Semi-structured interviews and focus groups with doctoral students and supervisors that explore their awareness of contract cheating for thesis writing and their ability to identify research writing that has been completed by a third-party.

An Approach for Scaffolding Students Peer-Learning Self-Regulation Strategy in the Online Component of Blended Learning

The implementation of blended learning in higher educational institutions is increasing due to its perceived effectiveness in affording the benefits of both face-to-face traditional mode and the fully online mode of instructions. However, the leading challenge associated with the online component of blended learning is students' inability to properly self-regulate their learning activities as self-regulation has been an integral competence for the success in online environments. Research on supporting students' self-regulation in the online component of blended learning has been on the rise, but these approaches have primarily focused on designing systems and techniques to support students self-regulated learning and have not provided solutions to self-regulation strategies, more importantly online peer-learning self-regulation strategy. The lack of online peer learning self-regulation strategy has been the hallmark of the challenges in blended learning instruction. This study proposed an approach for scaffolding students peer-learning self-regulation strategy in the online component of blended learning. The study involves forming online peer-learning groups based on learning potential and affinity structures; leveraging the design of learning system features to instigate group dynamic elements for facilitating and motivating small group peer-learning, as well as promoting pro-social behavior by offering incentives for combating the inherent problems of reluctance to students' peer-learning participation. An experiment involving 120 university Students shows that effective online peer-learning self-regulation strategy scaffold involves preparing and inspiring students so as to prevent social loafing and refusal to participate; and secondly to facilitate and fully engage students in the actual online peer-learning discussion. The experimental results show significant improvement of students' academic performance by using this approach. In addition, our study proposed recommendations for future research.

Learning through design using collaborative Intervention Mapping with acceptability evaluation: the case of a group-based farm safety intervention

ABSTRACT Purpose To systematically develop a farm safety intervention for farmer peer learning groups, to support safe working practice adoption. Design/Methodology/Approach An iterative, multi-actor process was used, guided by the Intervention Mapping framework and the Socio-Ecological Model. The target peer learning groups were Irish dairy farmer discussion groups (DDGs). Literature review, semi-structured interviews, surveys, and participant observation informed an initial intervention design, which provided a starting point for collaborative intervention development. The final design comprised two intervention approaches, A and B, differing in frequency and discussion length. In a seven-month cluster-randomised, controlled pilot study, 76 DDGs implemented the design. Findings The designs were standardised but adaptable to individual group interests and schedules. Pre-pilot feedback from farm advisors (intervention deliverers), and farmer and advisor recruitment, indicated good intervention acceptability initially. Challenges were experienced during implementation, but 52% of DDGs participating in the infrequent, long discussions approach (‘A’) and 72% of those in the frequent, short discussions approach (‘B’) completed at least some of the protocol. Practical implications The multi-actor approach resulted in two flexible, acceptable designs, responsive to group culture and dynamics. Frequent, short discussions were acceptable to a greater number of groups than infrequent, long discussions. Theoretical implications The Socio-Ecological Model, combined with multi-actor Intervention Mapping, provided a robust framework for the development of acceptable, practical, evidence-based farm safety and health promotion initiatives. Originality/Value The systematic public health research-driven approach evolved iteratively to a DDG practice-driven approach, through integration of Intervention Mapping with collaborative multi-actor design.

Public perceptions towards MOOCs on social media: an alternative perspective to understand personal learning experiences of MOOCs

ABSTRACT This study attempted to assess public perceptions of and interest in MOOCs by examining how Weibo increases public discussion of MOOCs as well as by interpreting how individual learners talk about their learning experiences. Over 4,000 microblog posts were collected and analysed between 2013 and 2018. The findings showed that Weibo is used as a public service medium to augment the publicity of the MOOC movement and increase the accessibility of MOOC portals. The results also demonstrated that Weibo acts as a space for learners to share their personal learning experiences, which reflect aspects of autonomous, self-regulated, interactive and cooperative learning. By posting on Weibo, close peer connections and learning groups were established to encourage MOOC learning. This study’s findings further the scholarly understanding of how MOOCs are discussed on social media and address an important gap around what is known in one of the largest and most under-researched sites of informal online learning.

Farmer Discussion Groups Create Space for Peer Learning about Safety and Health

ABSTRACT Objectives: Occupational safety and health (OSH) interventions emphasizing regulation or education have had limited success in reducing agricultural accidents and fatalities. There is a growing interest in sociocultural approaches to OSH promotion amongst farmers, such as peer learning groups (PLGs). The level of OSH engagement within farmer PLGs (e.g. dairy discussion groups (DDGs)) is unknown. This study evaluates Irish DDG engagement with OSH in 2016 to better understand how DDGs contribute to OSH promotion. Methods: A mixed-mode (online, postal, and telephone) retrospective survey of 121 DDG representatives (i.e. chairperson or long-term member) assessed voluntary OSH engagement in 2016, including the location, frequency, duration, and content of OSH discussions. Results: Representatives of 96 DDGs participated in the survey and met the survey criteria. Most DDGs discussed OSH to some extent in 2016 (96%), including sharing personal experiences of accidents and illnesses (89%) and close calls (82%). For 76 DDGs, at least one meeting in 2016 addressed specific hazard and risk management topics. Groups were diverse with respect to discussion frequency, duration, and topics discussed. Conclusion: Farmers actively engaged with OSH in most DDGs surveyed, suggesting dairy farmers value OSH discussions. The findings illustrate the role of DDGs in OSH promotion, as a space for farmer-led, peer-to-peer knowledge-sharing. Farm advisory (extension) services and OSH professionals can strengthen OSH engagement through tailored resources that reflect contemporary OSH knowledge and popular discussion approaches (e.g. experience-sharing).

Peer learning versus conventional teaching regarding antenatal assessment among nursing students in terms of knowledge, skills, and satisfaction: An interventional study.

INTRODUCTION:Eaching methods are the stimulation, guidance, direction, and encouragement for learning and also the means to achieve the desired educational objectives.AIM:This study aimed to assess peer learning (PL) versus conventional teaching (CT) regarding antenatal assessment in terms of knowledge, skills, and satisfaction among nursing students.METHODS:This was a quasi-experimental study conducted on 51 B.Sc.Nursing 3rd-year students who were selected by convenient sampling and randomly assigned to PL (n = 21) and CT (n = 30) group. Sample characteristics pro forma, structured knowledge questionnaire, observational checklist, and satisfaction rating scale wereused to collect data from nursing students through self-report and observational technique.RESULTS:The study results revealed that the mean posttest knowledge score (19.1 ± 0.75) in PL group was higher than that in CT group (17.0 ± 0.741) and the mean rank skill score of PL group (44.90) was higher than that in the CT group (20.30). There was no significant difference (t = 1.08, P > 0.05) in mean posttest knowledge score, whereas the significant difference was found in posttest skill score (Z = 5.00, P ≤ 0.01) among nursing students. Most of the nursing students were satisfied with the CT method. There was a mild positive correlation (r = 0.25) between knowledge and skills regarding antenatal assessment among nursing students.CONCLUSION:Based on the findings of the study, it can be concluded that both PL and CT groups were found to be equally effective in improving knowledge and skills of nursing students regarding antenatal assessment.

Systematic educational change and teacher skill-building in developed and developing countries: the importance of teacher peer learning groups

Many developed and developing countries are seeking to systematically transform their education processes through Information and Communication Technology (ICT). The aim of this paper is to present findings from one aspect of a larger ICT study in a particular location in a developing country, with the specific focus presented here being ICT professional development and impacts. Research methods in the study included teacher and school leader surveys, targeted interviews and also case studies. Findings at a systems level generally indicated insufficient coordination of training and minimal follow-up occurring. In case study situations in which the school leader ensured a schoolwide approach to the professional learning of teachers, ICT was more embedded into student learning processes in classrooms. Considering ICT and other professional learning relevant to education, this paper has relevance for policy developers and school leaders in developed and developing world contexts. The need exists for using coordinated professional development processes, with more centralised ‘one-off’ training supplemented by schools and districts. The establishment of peer learning groups or mentors to support skill-building over time is also needed. Through these ongoing processes, teachers can more effectively make changes in their teaching practices, with potential impacts on student learning.

Supporting Peer Learning Networks for Case-Based Learning in Public Health: Experience of the Rocky Mountain Public Health Training Center With the ECHO Training Model

Extension for Community Healthcare Outcomes (ECHO) is a model for professional training and support now being used widely in clinical health care. ECHO provides training for health care professionals in their own communities by creating peer learning groups connected by live bidirectional video communications. Topic experts lead the sessions, but most of the learning occurs through case presentations and consultations. Although similar to telemedicine, ECHO differs in that the responsibility for patient care remains with the primary care learners. The Rocky Mountain Public Health Training Center—which supports training for the public health workforce in the six-state region of Colorado, Utah, Wyoming, Montana, and North and South Dakota—has adapted the ECHO health care model for public health training, using the ECHO learning principles of creating and supporting peer learning networks connected by live bidirectional video, and employing a case-based learning approach. The public health ECHO trainings are facilitated by subject matter experts, focus on real-life public health challenges, and use programs or scenarios within communities as “cases.” This article looks at early success in using the ECHO model for public health training on topics such as local public health agency quality improvement, patient navigation, food safety, tobacco control, obesity prevention, tuberculosis management, and HIV prevention. The Rocky Mountain Public Health Training Center continues to refine its implementation of the ECHO learning model across a wide range of public health and population health topics and shows great promise as a framework for regional public health training.

Undergraduate student expectations of university in the United Kingdom: What really matters to them?

Students spend 12 to 14 years in school settings learning in what could be considered a carefully controlled and structured environment. Higher education may not offer the same landscape to students and it appears that many enter with unrealistic conceptions of what is expected of them and are faced with different approaches to aspects of teaching, learning and assessment. This qualitative study explores the perceptions of second-year and final-year students in relation to their expectations whilst studying at university. Focus groups were used across two programmes in one university faculty to ascertain student expectations and what they perceived as important. From the thematic analysis, four areas were highlighted by the students as key to the transition into university these were directed time, non-directed time, support and relationships. Overall these students where positive about the university experience and the levels of support offered to them, particularly noting that working in peer learning groups (PLGs) was beneficial. Issues were raised around the timetabling of face-to-face contact time and the value of the experience and this is an area that needs further research as is understanding the complexity of the students’ lives outside of the institution.

Collaboration, critique and a community of peers: the benefits of peer learning groups for screen production research degrees

ABSTRACTIn response to both my own desire for professional development and candidates' desires for more support, in 2012 I began to coordinate a peer-to-peer learning group for creative writing research degree students at RMIT University. Still going strong over three years later, the group brings together creative practice higher degree by research (HDR) candidates working in areas such as prose fiction and nonfiction, screenwriting, poetry and digital narratives. In the context of existing literature on peer-to-peer learning in the HDR space, the group is somewhat unique in that a range of academics from across the host School of Media and Communication supervise the group's members, rather than them all being my own candidates. My role in the group is that of a facilitator, guiding an activity that complements rather than replaces the more traditional supervisor-candidate model of supervision. In this way, the group seeks to re-distribute and enhance the experience of HDR candidates, adding value to their experience of research training through opportunities to collaborate and critique, and through high levels of encouragement from their peers, to present and publish their work, and to work towards a more timely completion. This article draws on the author's experiences of facilitating such a group to discuss the benefits of peer-to-peer learning for creative practice research degrees broadly, and for screen production research degrees specifically. Exploring areas such as collaboration, critique and the building of a community of peers, the article outlines a range of strengths and weaknesses in leading a peer-to-peer learning group at this level. By drawing on the group's activities and reflections from some of its members, the article also seeks to provide guidance to supervisors and candidates working on screen production research degrees who are looking for ways to enhance how they offer and experience research training.

Improving occupational physicians' adherence to a practice guideline: feasibility and impact of a tailored implementation strategy.

BackgroundAlthough practice guidelines are important tools to improve quality of care, implementation remains challenging. To improve adherence to an evidence-based guideline for the management of mental health problems, we developed a tailored implementation strategy targeting barriers perceived by occupational physicians (OPs). Feasibility and impact on OPs’ barriers were evaluated.MethodsOPs received 8 training-sessions in small peer-learning groups, aimed at discussing the content of the guideline and their perceived barriers to adhere to guideline recommendations; finding solutions to overcome these barriers; and implementing solutions in practice. The training had a plan-do-check-act (PDCA) structure and was guided by a trainer. Protocol compliance and OPs’ experiences were qualitatively and quantitatively assessed. Using a questionnaire, impact on knowledge, attitude, and external barriers to guideline adherence was investigated before and after the training.ResultsThe training protocol was successfully conducted; guideline recommendations and related barriers were discussed with peers, (innovative) solutions were found and implemented in practice. The participating 32 OPs were divided into 6 groups and all OPs attended 8 sessions. Of the OPs, 90% agreed that the peer-learning groups and the meetings spread over one year were highly effective training components. Significant improvements (p < .05) were found in knowledge, self-efficacy, motivation to use the guideline and its applicability to individual patients. After the training, OPs did not perceive any barriers related to knowledge and self-efficacy. Perceived adherence increased from 48.8% to 96.8% (p < .01).ConclusionsThe results imply that an implementation strategy focusing on perceived barriers and tailor-made implementation interventions is a feasible method to enhance guideline adherence. Moreover, the strategy contributed to OPs’ knowledge, attitudes, and skills in using the guideline. As a generic approach to overcome barriers perceived in specific situations, this strategy provides a useful method to guideline implementation for other health care professionals too.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0364-8) contains supplementary material, which is available to authorized users.

Self-directed learning on a full-time MBA – A cautionary tale

This article provides a cautionary tale of the complexities of implementing peer learning groups (PLG's) and blended learning approaches for promoting self-directed learning (SDL) in the context of competing objectives for staff and students on a full-time MBA module in the field of HRM. We suggest that existing literature on PLG's and SDL does not, so far, explore in detail messy contexts where organisational pressures on teaching teams lead to multiple, conflicting objectives that do not allow for a rational delivery of the anticipated pedagogic strategy. Recognising further the relatively limited amount of studies within a HRM teaching context, we seek to contribute to the SDL literature by outlining the problems that can occur when there are hidden objectives behind the use of SDL. We further suggest that the full-time MBA context may be particularly opposed to the use of SDL due to specific student expectations of ‘appropriate’ modes of delivery.

Riding the wave

The Asia Pacific Medical Education Conference (APMEC) held in January this year celebrated 10 years of continued success. Hosted by the Medical Education Unit at the National University of Singapore Yong Loo Lin School of Medicine, the APMEC has grown to become the premier annual medical education event in the eastern hemisphere. One striking feature of the conference was the confluence of themes presented by the keynote speakers, most of whom were visiting from the West. No fewer than three referred to a compelling 2010 paper in the Lancet that warned of dire consequences if we continue to give our students fragmented teaching from the isolation of our disciplinary silos.1 Fittingly, the winner of the conference's prize for the best oral presentation (Dr Ngim Chin Fang from Monash University, Malaysia) addressed exactly this issue by describing an innovative programme that brings together major clinical specialties such as paediatrics, obstetrics & gynaecology, psychiatry and general practice to teach a case-based model that is both effective and sustainable.2 Another frequent refrain at the APMEC conference was that the medical educator needs to reconsider their teaching style. It is 20 years since Alison King coined the phrase ‘from sage on the stage to guide on the side’, reminding us that educating contemporary students is less about transmitting knowledge in didactic lecture format, and more about facilitating active learning through a variety of student-centred techniques.3 One thing that is more apparent in 2013 than it was in 1993 is that the clinical teacher is at risk of becoming not so much a ‘sage on the stage’ or a ‘guide on the side’ as a ‘…”pleb” on the Web’. The shift to online-learning Web 2.0 applications such as video sharing, social media and blogs, and massive open online courses (MOOCs) means that students are able to access the knowledge content of their courses from a huge variety of sources beyond the control of a set curriculum. Rather than reducing the role of the clinical teacher to a disembodied voice on the Internet, this change in the origins of student knowledge confirms the clinical teacher's role as the source of wisdom. Being the font of all knowledge was always a limiting role for the clinical teacher; now that the World Wide Web has assumed that dubious distinction, the clinical teacher is free to work with the student in sorting, appraising and assimilating that knowledge into meaningful understanding. After all, information management is what clinicians do best. This issue of The Clinical Teacher has amongst its themes a collection of papers on the varied roles that clinical learners can play in facilitating their own education and developing their teaching skills. As digital natives, today's students are well placed to integrate information from this melange of media. Alexopoulos et al. from Imperial College in London have discovered that 82 per cent of UK medical schools are offering teacher training to their students, indicating that this skill set is being seen as a valuable one for contemporary practice.4 Qureshi and colleagues from Edinburgh have found that junior doctors are highly valued by their junior peers as bedside teachers, perhaps not having the wisdom of an experienced clinical teacher, but making up for it in approachability and awareness of what's relevant.5 And Nwosu and colleagues from Liverpool have given students the novel role of writing their own examination questions as a way of ensuring that they engage with the aged care curriculum.6 All of these initiatives develop the students’ qualities as educators, ready to undertake this aspect of their future role on their own terms. It is easy to see that today's student – connected as they are to so many sources of information – need to become expert in knowledge management for the benefit of both their future patients and learners. They need to become vital nodes in the information network that flows around us all. In their first week of medical school, students at this university are challenged to work in their peer learning groups to construct a definition of ‘the good doctor’ after a range of activities exposing them to role models, both good and bad. The qualities that they use to define doctors who are ‘good’ are combined, analysed for frequency and presented back to the entire year level of 330 students as a ‘word cloud’, with the predominant words displayed most prominently. This year, ‘knowledge’ and ‘competence’ made modest showings, but one word dominated the word cloud by a significant margin. One word that, in the eyes of these novitiates to the profession, represented the quality that most distinguishes good doctors from the rest: ‘communication’. When they start work in 2017, these new doctors will understand that a key aspect of doing their job well is facilitating the transfer of information: as it ever was.