Peer Learning Model Research Articles

Investigating a peer-learning model that encourages student communication and interaction in an online learning environment: a qualitative approach

Investigating a peer-learning model that encourages student communication and interaction in an online learning environment: a qualitative approach

The Peculiarities of an Interplay Between School Teachers and Students in a Virtual Reality when Studying Mathematics

The aim of the article is to describe an interplay between school teachers and students in virtual reality when studying mathematics and to reveal its peculiarities in order to maximize the virtual learning environment. This study seeks to achieve the following objectives: to explain the models of interplay between school teachers and students; to outline methodical, organizational, technical, and psychological peculiarities affecting the implementation of a productive interplay; to study the teaching methods enhancing the productivity of interplay; and to reveal the requirements to teachers’ training course on the organization of productive interplay in virtual reality. The research was carried out on the basis of observation methodology involving systematical watching, recording, and analyzing the interactions between teachers and students in the learning environment. The research was organized between September and November, 2023, involved the population of 34 school teachers from five secondary schools. The findings showed that an interplay between teachers and students refers to the dynamic exchange of ideas, feedback, and support within the educational process. A productive interplay between school teachers and students is based on positive communication, clear instructions, mutual respect, empathy, flexibility, and use of collaborative and cooperative approaches to teaching. An interplay between school teachers and students in VR when studying mathematics can be implemented through collaborative learning model, interactive model, student-centered model, flipped classroom model, and peer learning model. Besides, an interplay involves methodical, organizational, technical, and psychological peculiarities affecting its productivity. The research outlined the teaching methods oriented towards the maintenance of a productive interplay between school teachers and students in VR when studying mathematics. It was proved that the incorporation of VR tools in the mathematics classroom demands advanced teachers’ training to use this technology effectively. The findings may be used at the institutions of higher education training future mathematics teachers to update their curriculum.

Peer learning is both preferable and less expensive than score-based peer review: Initial experience at a tertiary academic center

PurposeTo examine radiologist experiences and perceptions during a transition from score-based peer review to a peer learning program, and to assess differences in time-cost efficiency between the two models of quality improvement. MethodsDifferences in Likert scale survey responses from radiologists (N = 27) in a multispecialty group at a single tertiary academic center before and following intervention were evaluated by Mann-Whitney U test. Multiple variable linear regression analysis assessed independent variables and program preference. ResultsAll positive impacts rated significantly higher for the peer learning program. Workflow disruption for the peer learning program rated significantly lower. 70.4 % (19 of 27) preferred the new program, and 25.9 % (7 of 27) preferred the old program. Only the “worth investment” questionnaire score demonstrated a significant correlation to program preference and with an effect that was greatest among all variables (Beta = 1.11, p = 0.02). There was a significantly decreased amount of time per month used to complete peer learning exercises (0.76 ± 0.45 h, N = 27) versus peer review exercises (1.71 ± 1.84 h, N = 34, p = 0.011). The result was a difference of 0.95 ± 1.89 h/month (11.4 ± 22.7 h/year), translating to an estimated direct salary time-cost saving of $1653.68/year/radiologists and a direct productivity time-cost saving of $3469.39/year/radiologist when utilizing the peer learning program. ConclusionsThere was a strongly positive perception of the new peer learning program. There was a substantial implied direct time-cost saving from the transition to the peer learning program. PrecisThe peer learning model emphasizes learning from errors via feedback in a non-punitive environment. This model was positively perceived and demonstrated substantial implied direct time-cost saving.

Examining the Outcomes of Project ECHO® as an Interprofessional Community of Practice for Pediatric Feeding Clinicians.

Project ECHO® is a virtual, interprofessional, cased-based peer-learning model. To date, no studies have explored ECHO as a model for pediatric feeding education. This study examined the outcomes of establishing a pediatric feeding ECHO network. Using a prospective, mixed-methods design, two cohorts of allied health professionals were recruited. Each cohort participated in eight, 90-min videoconference sessions incorporating a didactic presentation and clinical case presentation. The case was presented by a participant, with questions and recommendations provided by the ECHO network. Participants completed: (1) a learning needs analysis before the ECHO series, (2) a self-reported confidence questionnaire pre, post, and 3-month post, (3) a satisfaction questionnaire after each session, and (4) an overall satisfaction questionnaire post-ECHO series. Time spent by hospital allied health clinicians providing impromptu phone/email feeding support to external clinicians was recorded for 8 weeks prior to and 8 weeks during the ECHO series. Forty-seven participants were included in the study, attending an average of 5.8 sessions. Significant improvements in self-reported confidence were observed across the three time points (p < 0.01) with less experienced participants demonstrating greater improvements. Participants reported high satisfaction with ECHO, with 93% (40/43) wanting continued access to ECHO in future. The multidisciplinary format, interactivity, structure, and case-based nature of ECHO were considered beneficial. A 75% reduction in requests for support from clinicians in the same catchment area was noted during the ECHO series. Results demonstrated that Project ECHO is a viable model for pediatric feeding education for clinicians working in the field. Further research is needed to investigate the long-term effects and impacts on clinical care.

Application of a peer learning and assessment model in an undergraduate pharmacy course

BackgroundTimely and accurate feedback is a crucial component for effective undergraduate learning. However, with the expansion of university enrolment in China, student numbers have increased rapidly and, in traditional university classrooms, it is often difficult for the teacher – as the only evaluator – to accommodate students’ diverse needs and learning styles, and provide timely learning feedback. In our teaching practice research, we combined mutual peer evaluation with cooperative learning, and proposed a peer learning and assessment model (PLAM) that encouraged students to cooperate and compete, leading to greater efficiency in giving feedback. The ultimate goal was to improve students’ learning ability. This study aimed to investigate the effect and influencing factors of PLAM in an undergraduate course entitled ‘Medicinal Chemistry of Natural Products’.MethodsWe surveyed the entire pharmacy student body (95 students). Each student was required to provide feedback to the other members within the same study group and students in other groups. We evaluated the effectiveness of PLAM in five aspects: basic information, learning attitude, participation, interpersonal relationship, and organizational approach. The questionnaire was administered online using the Star survey platform. Data were exported to Excel and meta-analysis was performed using SPSS.ResultsPLAM effectively increased feedback efficiency, enhancing students’ learning interest and ability. An ordered logistic regression analysis model was used to analyze the factors influencing the PLAM learning effect. Three factors – learning attitude, participation, and interpersonal relationship – explained up to 71.3% of the model.ConclusionsThe PLAM adopted in this research is an effective learning and evaluation model that can promote collaborative learning and increase learning enthusiasm. It is more suitable for knowledge expansion learning and comprehensive practical learning where teachers cannot be present for the entire process. Students should be encouraged to establish appropriate learning attitudes and a positive group atmosphere. PLAM can positively impact college curriculum learning and could be extended to other teaching domains.

Peer learning model in speech-language pathology student practicals in South Africa: A pilot study

Background. Given the current challenges of decreased clinical resources and the impact of COVID-19 restrictions on clinical training at sites, a shift inteaching models for practical placements for speech-language pathology (SLP) students in South Africa (SA) was required. The peer learning model thathas been trialled in the physiotherapy and nursing professions was piloted for this cohort of students to combat these restrictions.Objectives. To determine whether the peer learning model is an optimal supervision framework for final-year SLP students in the SA context for theadult neurology practical.Methods. This was a qualitative study that used a cohort of final-year SLP students. Once ethical clearance was obtained, data collection commencedusing various instruments, including self-reflection tools, questionnaires and pre- and post-interviews. Data were analysed using a top-down approachwhereby themes were generated and then further analysed.Results. Four themes emerged: power dynamics, theoretical skills, clinical skills and professionalism. Power dynamics was a novel finding of this studyand showed how a shift in power dynamics can facilitate the development of clinical skills. Peer learning appeared to improve clinical integration andclinical skills, including clinical writing and self-reflection.Conclusions. The piloting of the peer learning model appeared to be a success for final-year SLP students in an outpatient adult neurology setting. Thefindings from this study can assist in furthering studies in this context

The development and implementation of a blended video watching and peer learning model for master’s nursing students: a quasi-experimental study

BackgroundWith today’s complex needs of the population and high demands in quality of care, there will be a continuing need for expanding role of nurses to assume more responsibilities in healthcare. Newly graduated nurses, who possess the competence to function as Registered Nurses, will soon recognize that lecture-based, passive delivery of content is not sufficient to deal with the complex healthcare environment.AimThis study aimed to compare the effects of a blended video watching and peer learning program and the usual lecture-based program on the levels of satisfaction and self-confidence in learning, perceptions of peer learning, and academic performance of students enrolled in a master’s nursing program.MethodsA quasi-experimental study was conducted. The program was offered to Master of Science in Nursing students during Spring 2021 (intervention group, n = 46), while the usual face-to-face lectures and tutorial classes were provided to students enrolled during Fall 2020 (control group, n = 46).ResultsThere was a statistically significant increase in satisfaction, self-confidence in learning, and academic performance in the intervention group after learning in a blended video-watching and peer learning mode.ConclusionThis study fills a knowledge gap to meet the learning needs of time-conscious, part-time students working full time in hospitals.

Япон хэлний сургалтанд хамтран суралцахуйн аргыг ашиглах асуудалд

The most difficult thing to improve for the typical Japanese learner (student) is their reading comprehension skills. In this research, we are focusing on the methodology behind improving our students’ reading comprehension skills in Japanese. Therefore, we aimed to apply Collaborative (peer) learning activities to improve the typical student who is learning Japanese and overall classroom effectiveness. In this research, we used methods of both quantitative research as well as quality research. For example, we exercised methods of quality research such as observation, documentation, experimentation, and surveying. And for quantitative research methods, we used statistical analysis methods based on the SPSS program. So far, using the Japanese researcher, Tateoka’s, “Collaborative (Peer) Learning Model,” we have seen positive results, such as, our students becoming more interested and active in the readings. For those reasons, we believe Tateoka’s “Collaborative Learning Model” should be used continuously to better our students’ reading comprehension skills.

How social media and peer learning influence student-teacher self-directed learning in an online world under the ‘New Normal’

The study aimed to investigate three aspects of Thai student-teacher self-directed learning (SDL) competency. These were the student-teachers opinions concerning their use of social media (SM), self-management (SM), and learning desire (LD). The sample group was 468 student-teachers enrolled in a Bachelor of Industrial Education Program at the King Mongkut's Institute of Technology Ladkrabang in Bangkok, Thailand, in the Academic Year 2021. The research instrument consisted of an SDL competency questionnaire whose discrimination (corrected item-total correlation) values were determined to be between 0.37 and 0.69, which also had a confidence level of 0.91. Data analysis used LISREL 9.10 for the study's second-order confirmatory factor analysis (CFA). Descriptive statistics analysis included the mean and standard deviation (SD), which was accomplished using IBM's® SPSS® for Windows Version 21. Three models were developed for the study. These included the social media (SM) model containing 285 participants, the peer learning (PL) model, which contained 183 participants, and the total group (TG) model, which contained everyone surveyed (n = 468). The final analysis from the second-order CFAs showed that student-teacher SDL competency for self-control (SC) (0.96) was valued most by the student-teachers. However, their learning desire (LD) (0.87) and self-management (SM) (0.80) skills were somewhat behind. Moreover, in the Pearson Product Moment Correlation (PPMC) (r) analysis of the 24 variable relationships, the strongest was related to each student-teacher's learning desire. However, the weakest variable relationship was related to their ability to set high personal standards and the self-discipline to achieve them. Finally, quite interestingly, 60.90% of the student-teachers indicated that their SDL is gotten from social media (SM) resources compared to learning from their peers (PL) around them.

Towards a sustainable online peer learning model based on student's perspectives.

The outbreak of the COVID-19 pandemic has fundamentally shifted learning from the traditional classroom approach to online learning. As such, this study used a revision centre as a case study to develop the factors that contribute to the theoretical framework of online peer learning in the higher education sector due to COVID-19. This study also explores the integrated effects of online peer learning on students and investigates whether advanced information technology creates new opportunities or additional burdens for students in adopting online peer learning environments. Descriptive statistical analysis, factor analysis, and correlation analysis were conducted on survey data gathered from 204 sub-degree students in Hong Kong. The results addressed four main factors developed from 39 variables: enhancement of learning ability, the attitude toward learning, motivation for learning, and interpersonal relationship which were closely associated. The study findings provide strategies and constructive recommendations for educators to develop a new online learning pedagogy, construct sustainable online peer learning, and effectively manage students’ online learning to meet the needs for post-COVID online education.

Hebrew in Tel Aviv, Beijing, Denver, and Melbourne: assessing peer learning in a multicultural environment

ABSTRACT This article evaluates a curriculum based on a peer-learning model between seven Israeli students whose Hebrew is their mother tongue and thirty-nine peer students from around the world who have chosen to study Hebrew as a foreign language. The aim of the program is to improve foreign language discourse skills through intra-personal and inter-personal interaction in multicultural, personal, and authentic contexts of the students. The described assessment approach, the circular model of Stuffelbeam – CIPP, examines students’ experiences and focuses on their perceptions and actions in the program sessions to provide a more applied and accurate response to needs that arise from the field and improve for the coming years. The findings were collected from a digital portfolio that includes three parts: (a) documentation (b) reflective process (c) meta-cognitive. We found that students face challenges: (1) content (2) feedback (3) technology. Peer learning exposed the students to the skills of learning together and increased their motivation to get to know others and construct new meanings about content, ways of teaching, and innovative pedagogy that emphasizes the involvement of learners, autonomous learning, personal responsibility, and self-regulation in the learning process.

Transfer Patient Imaging: A Novel Peer Feedback Program Beyond Institutional Boundaries

At our level 1 trauma center, we overread cross-sectional scans on all transferred patients, initially reported by community radiologists (CR). We designed a unique peer feedback learning model to address discrepancies encountered with outside overreads with the goal of practice improvement on the part of the CRs. Although there is ample literature on internal peer review and peer learning programs, no publications address errors committed by peers outside institutional boundaries. In this paper we describe our model and report a survey analyzing the perception of the program by the CRs. Outside CT and MR exams and reports of patients transferred to our level 1 trauma center were imported into PACS and prospectively overread by specialist trauma radiologists. Our report contained a summary of the outside findings as well as our findings. In the case of a significant discrepancy, a paper copy of our final report was sent by US mail to the originating CR. When the program had been active for 18 months, an invitation to participate in a survey was sent to all radiologists who had been sent reports. Eight thousand three hundred forty patients were transferred, of which 4331 (52%) had 9175 exams with outside reports (8666 CT scans and 509 MRI). One hundred seventy six final report letters containing significant discrepancies were sent to 139 individual radiologists. These 139 radiologists also later received our survey letter. Thirty-eight (27%) responses were received. Thirty-two respondents (84%) recalled receiving the report and reviewed the exam in question. Twenty-eight of them (85%) agreed with the overread and 30 (88%) believed that our feedback program should be continued. We have designed a novel peer feedback learning model to address discrepancies in outside overreads which is administratively simple and well received by the CRs getting feedback. Those CR who responded to the survey rated the experience favorably and wanted the practice continued, although the overall response rate did not allow statistical analysis. Also, institutions trying to design similar or new peer learning models can benefit from our experience.

When student midwives are present during labour and childbirth in a peer-learning model: An interview study of parents in Sweden

ObjectiveFor peer learning to be useful in clinical practice, we need to know how parents experience peer learning during labour and childbirth. This study explored how parents experienced having two students present during labour and childbirth in a peer-learning model. DesignA qualitative approach using individual interviews followed by thematic inductive analysis. SettingThree hospitals and obstetric units in Stockholm, Sweden. ParticipantsEleven women and nine partners. FindingsThe overarching theme was that of a fruitful model of health care, in which there were gains for both parents and students. Parents described feeling seen and cared for, being made aware of what was going on, and never being left alone (subtheme 1, Trustful relationship). Parents appreciated being able to observe student midwives’ attendance to the tasks at hand and that they, the two students, learned from each other (subtheme 2, Advantages for students). ConclusionsThe parent couple was able to build a trustful relationship with both students. Furthermore, could parents only see advantages for students in a peer-learning model. Parents reported generous support and were willing to contribute to student education. Parents took advantage of the learning taking place between the two students. The model deserves to be incorporated in the midwifery-student internships to complement more individually assisted births.

Incorporating Peer Learning Into Your Breast Imaging Practice.

Traditional score-based peer review has come under scrutiny in recent years, as studies have demonstrated it to be generally ineffective at improving quality. Many practices and programs are transitioning to a peer learning model to replace or supplement traditional peer review. Peer learning differs from traditional score-based peer review in that the emphasis is on sharing learning opportunities and creating an environment that fosters discussion of errors in a nonpunitive forum with the goal of improved patient care. Creating a just culture is central to fostering successful peer learning. In a just culture, mistakes can be discussed without shame or fear of retribution and the focus is on systems improvement rather than individual blame. Peer learning, as it pertains to breast imaging, can occur in many forms and venues. Examples of the various formats in which peer learning can occur include through individual colleague interaction, as well as divisional, multidisciplinary, department-wide, and virtual conferences, and with the assistance of artificial intelligence. Incorporating peer learning into the practice of breast imaging aims to reduce delayed diagnoses of breast cancer and optimize patient care.

Preceptors’ experiences of peer learning in an intensive care unit

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

Peer Learning Model for Critical Thinking and SelfEfficacy in Clinical Practice Education among Nursing Students

Students' Self-Efficacy scale. The findings indicated that the total mean score of critical thinking

Peer learning and collaborative placement models in health care: a systematic review and qualitative synthesis of the literature.

To summarise the international empirical literature to provide a comprehensive overview of peer learning and collaborative practice placement models in health care and to synthesise their benefits and challenges. Practical placements for students are in high demand due to the need for an increased nursing, midwifery and health professional workforce, thus collaborative placement models are an attractive solution to potentially increase placement capacity and enhance the student learning experience. A systematic search of the literature and qualitative data synthesis using the PRISMA checklist and ENTREQ guidelines. MEDLINE and CINAHL searched in March 2020. Quality appraisal of studies conducted. Collaborative models and empirical findings summarised. Reported benefits, challenges and implementation recommendations synthesised. Two tables developed for data representation. 172 studies were identified by the search strategy. Of these, 47 articles were included for appraisal and synthesis. 30 articles employed qualitative, seven quantitative and ten mixed-methods approaches. Research took place in eight countries. The majority of studies employed focus groups, interviews as well as questionnaire design. The total participant sample was 3462 consisting of students and educators. This review confirmed that any peer learning is beneficial in supporting students' confidence and team working skills. It is especially helpful when pairing first year with third-year students. The latter can demonstrate their clinical skills and prepare for working in practice. Simultaneously, expert-led learning is important for role modelling and for the recognition of acquired skills. Evidence on the optimal placement experience is inconclusive; however, it can be concluded that any form of collaborative placement model requires careful planning and continuous preparation for staff and students. Decision makers should consider implementing at least some form of peer learning to assist students with peer support, and ideally work towards a collaborative learning environment.

Student midwives' perception of peer learning during their clinical practice in an obstetric unit: A qualitative study

BackgroundEvidence supports peer learning in clinical settings, but it has not been studied in obstetric units. In Sweden, obstetric units are a challenging learning area for student midwives because of the lack of attention to student needs and the stress of attaining the final number of 50 assisted births. ObjectivesTo explore how student midwives experienced peer learning during clinical placement in an obstetric unit. DesignQualitative approach. SettingsThree hospitals and obstetric units in Stockholm, Sweden. ParticipantsFifteen student midwives in a peer-learning model during clinical placement. MethodsIndividual interviews followed by deductive content analysis using Boud's (2001) theoretical descriptions of peer learning. ResultsThe students shared skills, experience, and knowledge as equals and took responsibility for their peers' learning while supporting women in labor and childbirth. Students shared ideas, thoughts, and knowledge and gained perspective while learning as peers on an equal level. Students used each other to work independently without much involvement from the preceptor. Feedback was welcomed as encouragement. ConclusionsPeer learning had positive consequences as an educational model in the clinical context in obstetric units.

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.

Preceptors' experiences of using structured learning activities as part of the peer learning model: A qualitative study

The clinical environment is a vital component of nurse education, constantly changing due to constraints of the current health care systems such as increasing number of students and a limited number of preceptors. Peer learning, is gaining momentum as an educational model highly suitable for clinical placements. The peer learning model incorporates structured learning activities that support student activity, but little is reported of the actual structure and content of those activities. Thereby, the aim of this study was to explore precepting nurses’ experience of using structured learning activities as part of the peer learning model during clinical placement. We used a qualitative research approach, using two open self-administered global questions. The result is based on the analysis of the written responses from 62 preceptors. Four categories followed the analysis: An opportunity for collaboration, An occasion for reflection, A new educational structure, and Recommendations for development. The preceptors perceived the structured learning activities as beneficial for increased collaboration and reflection among students. Moreover, utilizing the structured learning activities was perceived to be time saving for the preceptors, however this is an area where further research is needed.