Peer Learning Methods Research Articles

Relationship between Classroom Management Practice and Student’s Critical Thinking Skills at Higher Education Level

Purpose: The major objectives of the study were to assess the classroom management practices of the teachers, to assess the critical thinking skills of the students and to measure the effect of teachers’ classroom management practices on the development of students’ critical thinking skills. Design/Methodology/Approach: The research approach was quantitative and correlational research was used. The population of the research was based on 7294 faculty members serving in HEC recognized universities of Islamabad. Sample of 447 teachers was selected by using stratified-sampling technique. Researcher used classroom management practices scale based on 45 items and critical thinking skills assessment scale based on 47 items. Findings: The data revealed that the classroom management had no effect on Critical Thinking Development. Teacher’s cohesiveness had 0.1% negative effect, teacher’s support had no effect, teacher’s involvement had also no effect, teacher’s skill related to investigation had 0.1% effect, task orientation had 0.2% effect, teacher’s co-operation had 0.2% negative effect and teacher’s equity had 0.2% positive on student’s critical thinking development. However none of the above mentioned effect was statistically significant. Teachers need to learn how to manage positive learning environment. For this purpose, teachers need to use regular feedback, appreciations, and interactive classroom discussions and peer learning methods.

Aswaja Material Learning Assistance with Peer Learning Method

This study discusses the assistance of learning Aswaja material through the application of peer learning methods in the religious education environment at the madrasah tsnawiyah level. The peer learning method was chosen as an approach to increase students' understanding and involvement in learning Aswaja concepts. This mentoring process involves students as facilitators in study groups, where they share knowledge and learning experiences with each other. A qualitative approach was used in this study, with case studies as the main framework. The research participants consisted of students, teachers, and school administrators who were directly involved in the learning process. Data was collected through interviews, participatory observations, as well as analysis of curriculum documents and evaluation of student learning outcomes. The results of the study show that the use of the peer learning method in Aswaja learning is able to increase student engagement, strengthen understanding of the material, and encourage collaboration between students. Challenges faced in the application of this method include differences in abilities between students and the need for facilitator training to be more effective in guiding groups. The discussion highlights the implications of these findings for the development of the Aswaja learning method in religious education institutions as well as strategic recommendations to optimize the application of peer learning methods to improve the quality of education.

Using the Peer Learning Method in the E-learning Process: Creating a Support-Motivational Mechanism for the Parasitology MS Students in Shahid Sadougi University of Medical Sciences, Yazd

Introduction: Specialized training is the most crucial turning point of education in obtaining the professions related to medical sciences. Peer learning has advantages, including saving time and eliminating the limitations of traditional education. The purpose of current educational program during the COVID19 pandemic was to reduce students’ stress and more accepted in the parasitology PhD exam.
 Method: Faculty members and MsC Students in the Department of Medical Parasitology, Yazd medical university, performed the present developmental study based on the reference books and curriculum. First, a training virtual platform was designe using a topic, picture, video of a parasite or parasitic diseases between the learners under the supervision of all the scientific members. Learners designed questions and their answers for each title in the virtual platform. In the end, to help the students to participate in the PhD exam, two virtual pre-exams were also designed. Finally, the satisfaction level of faculty members and students, as wll as their stress level's was evaluate using Excel software.
 Results: Of 25 student participants, six succeeded in the first stage and finally, three of them were accepted in the second stage of the parasitology Ph.D. exam in the 2021-2022 academic years. Implementation of this peer learning method was also effective in reducing the stress level of students in the Ph.D. exam.
 Conclusion: Considering the success of the peer learning program using virtual learning in current study and more passing in the Ph.D. exam, it suggests that this plan will be implemented in other educational groups with postgraduate education.

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

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

The disproportionate impact of peer learning on emergency radiology.

The use of peer learning methods in radiology continues to grow as a means to constructively learn from past mistakes. This study examined whether emergency radiologists receive a disproportionate amount of peer learning feedback entered as potential learning opportunities (PLO), which could play a significant role in stress and career satisfaction. Our institution offers 24/7 attending coverage, with emergency radiologists interpreting a wide range of X-ray, ultrasound and CT exams on both adults and pediatric patients. Peer learning submissions entered as PLO at a single large academic medical center over a span of 3years were assessed by subspecialty distribution and correlated with the number of attending radiologists in each section. Total number of studies performed on emergency department patients and throughout the hospital system were obtained for comparison purposes. Data was assessed using analysis of variance and post hoc analysis. Emergency radiologists received significantly more (2.5 times) PLO submissions than the next closest subspeciality division and received more yearly PLO submissions per attending compared to other subspeciality divisions. This was found to still be true when normalizing for increased case volumes; Emergency radiologists received more PLO submissions per 1000 studies compared to other divisions in our department (1.59 vs. 0.85, p = 0.04). Emergency radiologists were found to receive significantly more PLO submissions than their non-emergency colleagues. Presumed causes for this discrepancy may include a higher error rate secondary to wider range of studies interpreted, demand for shorter turn-around times, higher volumes of exams read per shift, and hindsight bias in the setting of follow-up review.

Biobank Education for Future Physicians: Training Medical Students Through Student Research Association Networks.

Research biobanks have become crucial collaborators in a variety of basic and clinical research projects with comprehensive biological sample collection and associated data storage. Medical students, who are the most important stakeholders of biobanks as future physicians, need to be trained in biobanking; however, there is no consensus on how to include it in formal education. This study aimed to determine and increase awareness among medical students regarding biobanks through peer training organized online by medical student research association networks. Volunteer medical or graduate students were trained by biobank professionals at the Izmir Biomedicine and Genome Center (IBG) biobank for 6-9 months. Then, a biobank event was planned by these trainees, the Ege Scientific Research Team (ESRT), and IBG-Biobank with the support of The Biobanking and BioMolecular Resources Research Infrastructure (BBMRI) Turkey. The study reached students of 46 different medical faculties. Before the event, students' level of knowledge about biobanks was identified using a pre-event questionnaire (n = 239). Following 2 days (4 main sessions) of online events, a post-event questionnaire was administered to event participants (n = 110) and 80.9% of them answered (n = 89). The pre-event survey revealed that only 34.3% of the medical students had heard of the term "Biobank" in Turkey. After the event, medical students were significantly more enthusiastic about putting effort into biobanking and using and sharing stored biobank samples of their patients compared with the pre-event (p < 0.0001). Moreover, 92% of the students stated that they would consider attending an advanced course in biobanking. In conclusion, the current study demonstrates that extracurricular courses with peer learning methods coordinated with medical student associations can be valuable in increasing future physicians' awareness and knowledge of biobanking.

Clil Approach to The Students' Foreign- Language Communication Skills: Teacher's Perception

This study aimed to describe teachers’ perceptions of using CLIL to improve students’ communication skills in foreign languages without knowing the material elementary school students are taught. This research is motivated by the main problem of the low foreign language ability of students in elementary schools who apply bilingual learning. This situation makes it difficult for students to understand the material taught by the teacher in bilingual education. According to Coyle et al. (2010), CLIL is an approach with a dual focus between content and language with a 4C framework consisting of Content, Cognition, Communication, and Culture; This research includes descriptive qualitative research with interview data collection techniques, document studies, and field notes. The participants in this study consisted of 2 teachers who taught Cambridge Science and Mathematics subjects in grade 4 of SD Lazuardi Kamila GCS. For the application of CLIL in the classroom, teachers use peer learning methods to motivate students to learn foreign languages. Teachers have a perception that CLIL influences the process of learning English communication skills in students. The situation is supported by teachers’ creativity in applying 4C and teaching methods that follow the needs of students as peer learning methods.&#x0D; Keywords: CLIL, Communication, Perception, Teacher

Benefits and challenges of peer learning methods in health professional students: A literature review

Introduction: The curriculum for health profession education uses a variety of teaching techniques. A strategy is needed to create a creative learning environment during the implementation of the academic learning process so that students can achieve the expected competencies. Peer learning is one of the learning methods to facilitate student learning experience. Peer learning (PL) uses peers as tutors in the learning process and the process of students learning with and from each other. The application of the peer learning method in the health student learning curriculum is considered to have several advantages and challenges. Purpose: To identify the benefits and challenges of implementing peer learning methods on health professional students. Methodology: This study is a literature review with databases form ScienceDirect, PubMed, Scopus and Emerald. The articles search results obtained 10 articles that were screened using the PRISMA guide. This study is looking for articles about peer learning methods in health students who are included in the inclusion criteria. Findings: There are total 1273 articles obtained from 4 databases, with details ScienceDirect 499 articles, PubMed 366 articles, Scopus 255 articles and Emerald 153 articles. The results of a review of 10 articles show that the peer learning method can be implemented in academic learning settings as well as clinical learning. The application of peer learning methods in the learning process has several benefits including; improve social skills, increase knowledge and better understanding of learning materials, increase self-confidence, improve clinical skills. Apart from the benefits, there are some challenges in implementing the PL method. Implication: PL can be applied in health student learning because it has many benefits for health students.

Enriching and Energizing the Virtual Classroom using Breakout Sessions: A better experience of Active Learning during Covid- 19 Pandemic.

over the World. As teachers and students adapt to the new normal, Zoom, Google meet, Microsoft teams, or Cisco WebEx have become the most sought-after platforms for distance learning. The challenge for teachers and students in online learning is active peer engagement. To encourage problem-based learning, online platforms allow the creation of breakout rooms. Breakout rooms are private chat rooms where small groups of 3-4 students discuss unique problem statements allocated to them and employ peer learning methods through interpersonal communication. Teachers or facilitators enrich the knowledge of the students in active learning sessions. This research paper dives deep into the benefits, drawbacks, and implications of breakout rooms in E-learning environments. It is a collective case study on the use of breakout rooms by students and facilitators at an elite engineering college in Maharashtra, India. The first-hand experience of undergraduate Computer Science students and their Database Management Systems teacher is being considered. Student recommendations on use of breakout rooms have been consolidated at the end of this paper. Through our analysis and encouraging statistics, we wish to advocate the use of breakout rooms to engage students, in online learning platforms. Keywords— Active Learning; Breakout Rooms; Computer Science (CS); Database Management System (DBMS); E-learning; Peer Learning.

The Combined Culturo-Techno-Contextual Approach (CTCA) and Peer-Led Team Learning (PLTL) Strategies to Teaching and Learning Machine Language in Secondary Schools in Breaking Its Difficulty

There have been several efforts and interventions through research and workshops to introduce novel interventions in teaching and learning strategies by science educators around the globe. And countless numbers of strategies to improve academic performance had been introduced in the learning environment. However, many factors could be linked to different academic achievement and attitude to teaching and learning. Therefore, this study was conducted to investigate if the use of Culturo-Techno- Contextual Approach (CTCA), a learning strategy that incorporate the use of cultural knowledge (indigenous knowledge), component of contextual drawing from the immediate environment to illustrate teaching, and the component of technology to better strengthen learning. And the Peer-Led Team Learning (PLTL), a strategy involving peer learning method interventions to enhance the academic achievement and attitude of students in senior school in machine language. Why machine language? It is a concept in the Nigeria computer studies curriculum that students find difficult to learning. It is hypothesized that there is no statistically significances difference in i) effects of class stream (science, commercial, and arts) in achievement and attitude, and ii) in school type (private and public) in achievement and attitude when taught using the two strategies to teaching and learning machine language in secondary school. The research design was quasi-experimental (a pre-test post-test nonequivalent group) design. A total of 207 computer studies students in senior secondary year two (SS2) comprising 106 females and 101 males participated in the study. The instrument used to gather data was the machine language attitudes questionnaire (MLAQ) and machine language achievement test (MLAT) which had a reliability coefficient of 0.65. There are two experimental groups and they were taught separately with CTCA and PLTL while the control group was taught with the traditional lecture method. The data (pre-test and post-test scores) collected were analysed using mancova since the participants were not randomly assigned to the groups. When CTCA is used, students are required to (a) draw on their topicrelevant indigenous (cultural) knowledge; (b) use technology to seek pre-lesson knowledge of the topic to be taught; (c) work in groups to share knowledge gleaned from their socio-cultural interactions and webbased resources; and (d) draw on their prior knowledge of the topic when used. While the PLTL is based on social dimension, scientific learning discovery, and optimal learning which is active engagement by the students. The study found no statistically significant effect of class stream of students on achievement and attitudes of students when taught using CTCA, PLTL or lecture method [F (2, 202) = 0.20; p &gt; 0.05] and on attitude [F (2, 202) = 2.13; p &gt; 0.05]. While there was a significant difference in machine learning achievement of students taught using CTCA, PLTL, and the Lecture method [F (1, 203) = 4.34; p &lt; .05] and a significant different in school type in machine learning attitude of students taught using CTCA, PLTL, and the Lecture method. [F (1, 203) = 5.82; p &lt; .05]. Hence, the study concluded that educators are encouraged to use the CTCA and PLTL and they could capitalise on the assets of the CTCA and PLTL in demonstrating how it could be employed as a pedagogical design for enhancing the achievement and attitude of students in computer studies and other subjects which are offered at the senior secondary schools. The strategies will help both teachers and students to gain respect for local activities and culture, its wisdom and ethics and appreciate indigenous science and technology and appreciate the use of local resources more thereby enhancing sustainability and it will encourage collaboration among students thereby leading to better academic achievement and attitude. Keyword: Culturo-Techno-Contextual Approach (CTCA); Peer-Led Team Learning (PLTL); Machine Language; Collaborative.

Innovative Digital and Experiential Blended Learning Non-Formal Programme for Community Animators: Lessons learned

An innovative blended learning non-formal programme was launched in 2018-2019 for professionals and volunteers, who were encouraged to develop their own social competences in order to work directly as community animators with vulnerable groups and promote social inclusion in Greece. The intervention, which lay within an ongoing experimental European project, COMANITY, was built upon the challenges emerged from harsh economic restraints, rising demand, restricted supply and diminishing resources in our society. Within this context, youth services are urged to increase their efficiency and effectiveness, encourage civil society to fill the gaps in service provision left by ‘mainstream’ supply and try to support young people to ‘help their peers’ by getting more of them to volunteer. Community Animator’s non-formal blended learning training programme was carried out online programme delivered to 109 participants out of 947 who applied and through an experiential face to face workshop that was delivered to 14 unemployed women aiming to raise awareness and critical understanding of the concepts of democracy, equality, advocacy, human rights and social cohesion. Peer learning methods and an action research methodology were employed in order to enhance young participants to act as agents for change and develop a holding environment for those youth at risk to be marginalized. By working on their own capacities and motives, personal attitudes and possible dysfunctional assumptions, young participants actively shared and confronted critically their views and concerns, realized the impact of space and time on their civic engagement and organized themselves in social action. The present study discusses the profile and satisfaction level of participants in the online digital programme and the profile and satisfaction level of participants on the blended learning experiential programme. The data suggests that blended programmes are necessary for developing action research skills and enhancing the role of community animators, even though online programmes on their own can also assist in raising awareness about the role of community animators.

DOMINO CLINICAL CARDS TRAINING TO IMPROVE LECTURERS' ABILITIES IN CLINICAL REASONING LEARNING MEDIA

Medical practitioners sometimes perform inappropriate decisions and procedures. In making decisions, doctors may take a poor thinking called cognitive and representative bias.One matrix approach that can be developed to build learners' clinical reasoning is the domino game method. Domino card games (DCC) are a form of visual learning that can increase student learning motivation. DCC media is carried out in the form of competitive games. However, DCC is part of collaborative and peer learning methods. Collaborative learning is a method in which learners collaborate with each other. This method is considered to increase learning motivation. Collaboration makes them understand their learning process. The process of collaboration makes them internalize knowledge with critical thinking skills. Peer learning is the learning activity of a group of students from a similar social group. Peer learning activities can be in peer tutoring, peer assessment, or game and simulation forms. Peer learning tutoring can improve the quality of learning efficiently.DCC is an alternative instrument that can be developed to improve clinical reasoning skills. Through this training, some lecturers have been able to compile and develop DCC prototypes. Furthermore, they can apply according to their respective fields of knowledge.

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.

The Influence of Culture on Collaborative Learning Practices in Higher Education

Abstract Objective: This study systematically identifies the various pertinent cultural dimensions and the group processes involved in collaborative peer learning before empirically exploring their associations among a sample of university students. Methodology: Twenty statements encompassing various cultural dimensions that could possibly influence students’ preferences towards collaborative peer learning practices were incorporated into a survey. The data were collected from 147 multicultural students studying applied sciences in Finland. Chi-squared test of independence was used to test the association between the cultural dimension scores for students and their stated preferences for collaborative learning practices. Findings: A major finding of this study is that learners from diverse cultural backgrounds have differing modes of engaging in the eight separate collaborative learning processes. The findings clearly reveal that students from cultures that are hierarchical, collectivist, less bound by rules, and traditional are less likely to have any prior familiarity with peer-learning methods. It seems relatively clear that the power distance and collectivism dimensions have the greatest impact on shaping the preferences of students for collaborative peer-learning methods. Value Added: Very few studies have looked at how the cultural backgrounds of students can influence their use of, and preferences towards, collaborative peerlearning methods. This study identifies key processes in collaborative learning practices, which are shaped by culture as communication, decision-making, leadership, evaluation, trust building, the expression of disagreement, scheduling, and persuasion within a peer group. Recommendations: This study found that Hofstede’s framework might be too constraining when understanding how culture shapes a student’s preferences towards collaborative peer learning in the educational context. It would be even more fruitful to develop an altogether endogenous framework that is more suitable for exploring the influence of culture on learning and education. Such a model should identify the various dimensions of culture beyond those of national identity and consider how they jointly influence attitudes towards collaborative learning rather than considering them in isolation. This model should also take a more dynamic approach towards both culture and learning.

Examination of Preservice Teachers’ Views on Peer Learning

This study aimed to examine the preservice teachers&amp;rsquo; views on the process after entering Code.org and block-based programming (Scratch) training programs, which are carried out by the peer learning method. The study group of the research consists of 41 preservice teachers at the Computer Education and Instructional Technologies departments of a state university and took the Special Teaching Methods 2 course in the spring semester of the 2017-2018 academic year. Considering the criteria determined by the researcher, 7 preservice teachers were selected as educators. As students, 34 preservice teachers participated in the study. In this study, a qualitative research method was used to determine the opinions of preservice teachers on the Code.org and Scratch training programs, which are carried out by the peer learning method. As a data collection tool, the opinion form for the Code.org training programs, the structure of opinion determination on the Scratch training programs, and the personal information form were used. The total duration of the study consists of eight weeks. Data from the preservice teachers were collected weekly using data collection tools and a content analysis technique used in the analysis of the data. At the end of the study, the opinions of the preservice teachers on the study conducted with the peer learning method were determined. It can be said that preservice teacher generally has positive views on peer learning and are satisfied with the peer learning method.

Note-Taking Learning System: The Use of the Learning Style Theory and the Peer Learning Method on Computer Programming Course

In recent years, the government has actively set up computer programming courses to train those with the relevant talent; however, the learning performance of the students is not ideal. Therefore, in order to learn programming skills, students usually adopt note-taking strategies because, due to the pressure of the course, the teachers do not have sufficient time to help the students to fully understand the course content. This means that some students take notes without thinking, so their academic performance is usually poor. This study, therefore, proposes an innovative curriculum design that is based on the “Note-taking System and Teaching Strategy’’ (NSTS), which combines learning style concepts and peer learning concepts to achieve student interaction and promote their thinking skills. In the learning activity, students are asked to search for additional supplementary material and to write their own notes, and then the members of group can read their notes and learn from them. However, the results of the study show that the NSTS curriculum design exhibits significant differences for improving the students' academic performance, and that it also has a certain influence on their learning motivation.

Peer Learning: An Effective Teaching-Learning Method for Improving Ability in Arterial Blood Gases Interpretation

Background: Competent nurses are expected to be able to interpret arterial blood gases (ABGs). The benefits of peer learning, an innovative teaching-learning method today, have long been recognized. However, to date, no studies have compared the effect of this method and the traditional classical method in interpreting ABGs. Purpose: This study aimed to compare the effect of peer learning and classical learning methods on the nurses’ ability to interpret ABGs. Method: This was a quasi-experimental research with pre and post-test design. Forty ward nurses were invited in the peer learning method group, and another 40 ward nurses were invited in the classical learning method group through a randomization process. Data were collected using a questionnaire before and after the educational intervention. The classical class was taught by an experienced trainer, while peer groups, divided into groups of 5-6, were taught by one member of each group who obtained the best pre-test score and received special training first. The analysis of data was performed by t-test.Result: The result showed that after the intervention, the mean score of interpreting ABGs in the peer learning group increased by 3.18±1.12 (p&lt;0.001), while in the classical learning method, it only increased by 2.32±0.988 (p&lt;0.001). Although there were significant increases in ABGs analysis’s ability in both groups, the peer teaching-learning group demonstrated a significantly greater improvement in interpreting ABGs (p&lt;0.001).Conclusion: The peer learning method facilitates a more significant improvement in the nurses’ ability for ABGs interpretation. Peer learning is appropriate as one of the methods in clinical education for nurses.

تطبيق الطريقة الانتقائية في تحقيق الأهداف المكتوبة من الحكومة الخاصة في تعليم اللغة العربية بالمدرسة الثانوية الإسلامية الحكومية جمبر الأولى بالقسم الديني للسنة الدراسية 2019

Eclectic method is when a teacher combines a number of methods and selects the appropriate methods based on the learning condition. According to the experts of eclectic method, there is no appropriate learning method for all learning purposes, students, teacher and all foreign language learning aspects. No method is perfect. Each method has advantages and disadvantages. The problem of the research is how the application of eclectic method in achieving the purposes set by the government in Arabic learning in terms of grammar, classical book-reading learning, and oral learning (speaking) at MAN 1 Jember religion program in 2019. The purpose of this research is describing the application of eclectic method in achieving the purposes set by the government in Arabic learning in terms of grammar, classical book-reading learning, and oral learning (speaking) at MAN 1 Jember religion program in 2019. The research used in the research is descriptive qualitative method. It analyzes the application of eclectic method in achieving the target set by the government in Arabic learning at MAN 1 Jember religion program in 2019. The data collection method used by the researcher is purposive sampling. The result of the research is a learning method used for learning Arabic grammar which combines speech, memorizing, drill, audio-lingual, nahwu-tarjamah, inductive, and peer-learning methods. Classical book-reading learning includes speech, memorizing, drill, audio-lingual, nahwu-tarjamah, answer-and-question, peer-learning, and sorogan methods, while oral learning (speaking) includes speech, direct, audio-lingual, memorizing, and role-play methods.

Current Status and Future Wish List of Peer Review: A National Questionnaire of U.S. Radiologists

OBJECTIVE. Most peer review programs focus on error detection, numeric scoring, and radiologist-specific error rates. The effectiveness of this method on learning and systematic improvement is uncertain at best. Radiologists have been pushing for a transition from an individually punitive peer review system to a peer-learning model. This national questionnaire of U.S. radiologists aims to assess the current status of peer review and opportunities for improvement. MATERIALS AND METHODS. A 21-question multiple-choice questionnaire was developed and face validity assessed by the ARRS Performance Quality Improvement subcommittee. The questionnaire was e-mailed to 17,695 ARRS members and open for 4 weeks; two e-mail reminders were sent. Response collection was anonymous. Only responses from board-certified, practicing radiologists participating in peer review were analyzed. RESULTS. The response rate was 4.2% (742/17,695), and 73.7% (547/742) met inclusion criteria. Most responders were in private practice (51.7%, 283/547) with a group size of 11-50 radiologists (50.5%) and in an urban setting (61.6%). Significant diversity was noted in peer review systems, with RADPEER used by less than half (45.0%) and cases selected most commonly by commercial software (36.2%) or manually (31.2%). There was no consensus on the number of required peer reviews per month (10-20 cases, 32.1%; > 20 cases, 29.1%; < 10 cases, 21.7%). Less than half (43.7%) did not use peer review for group education. Whereas most (67.7%) were notified of their peer review results individually, 21.5% were not notified at all. Around half were dissatisfied (44.5%) because of insufficient learning (94.0%) and inaccurate representation of their performance improvement (75.5%). Overall, the group discrepancy rates were unknown to most radiologists who participate in peer review (54.3%). Submission bias was the main reason for underreporting of serious discrepancies (49.0%). Most found four peer-learning methods feasible in daily practice: incidental observation, 65.1%; focused practice review, 52.9%; professional auditing, 45.8%; and blinded double reading, 35.4%. CONCLUSION. More than half of participants reported that peer review data are used for educational purposes. However, significant diversity remains in current peer review practice with no agreement on number of required reviews, method of case selection, and oversight of results. Nearly half of the radiologists reported insufficient learning, although most feel a better system would be feasible in daily practice.

Study Practice Lessons and Peer Learning Methods to Strengthen Rwandan Science and Mathematics Teaching.

Study Practice Lessons and Peer Learning Methods to Strengthen Rwandan Science and Mathematics Teaching.