Peer Learning Research Articles

By Medical Students, for Medical Students: A Narrative Medicine Antiracism Program.

Medical schools have sought to incorporate concepts of race and racism in their curricula to facilitate students' abilities to grapple with healthcare disparities in the United States; however, these efforts frequently fail to address implicit bias or equip students with cultural humility, reflective capacity, and interpersonal skills required to navigate racialized systems in healthcare. The purpose of this study was to develop and evaluate an antiracism narrative medicine (NM) program designed by and for preclinical medical students. Preclinical medical students at a single center were eligible to participate from June-July 2021. Program evaluation included a postprogram qualitative interview and electronic survey. The semistructured interview included questions about program experience, lessons learned, and perspectives on antiracism curricula in medical education. Interviews were qualitatively analyzed using open and axial coding. Survey data were analyzed with descriptive statistics. A total of 30 students registered. All (100%) respondents reported "somewhat true" or "very true" in the postprogram survey when asked about their ability to reflect on their own racial identity, racial identity of others, and influence of their racial identity on their future role as a healthcare worker through the program. Qualitative analysis revealed 3 themes: (1) curricular engagement; (2) racism and antiracism in medicine; and (3) group experience. Subthemes included: meaningful theoretical content; multimodal works and unique perspectives; race, identity, and intersectionality; deeper diversity, equity, and inclusion engagement; reconstructive visions; future oriented work; close reading and writing build confidence in discomfort; community and support system; and authentic space among peer learners. This virtual, peer-facilitated antiracism NM program provided an engaging and challenging experience for participants. Postprogram interviews revealed the program deepened students' understanding of racism, promoted self-reflection and community building, and propagated reconstructive visions for continuing antiracism work.

Assessing literacy on the interconnection between non-communicable diseases and climate change among youth in Nairobi, Kenya: An interventional study

This study investigates the efficacy of mixed-method educational interventions in enhancing literacy levels among youth in Nairobi concerning the intricate relationship between climate change and non-communicable diseases (NCDs). The education methods used in this study included a continuous trainer-of-the-trainer approach, and peer learning combined with digital health interventions including the NCDs 365 App and the NCDs for Public Health Online course. Utilizing a rigorous methodology, the study engaged 70 participants at baseline and 65 at endline, with a minimal attrition rate. The study focused on key indicators, including literacy levels, positive behavioral changes, and the integration of digital health technologies. Results indicate a commendable increase in literacy levels, with 95.4% of respondents accurately recognizing NCDs at the endline, compared to 81.4% at baseline. Positive shifts were evident in the understanding of examples and major risk factors of NCDs. Climate change awareness notably improved, with 76.9% defining it as a long-term shift in weather patterns at the endline, compared to 44.3% at baseline. The association between climate change and NCDs was acknowledged by 86.2% at endline, up from 57.1% at baseline. Attitudinal and behavioral changes were prominent, as 95.4% expressed intent to participate in NCDs and climate change activities at the endline, compared to 81.4% at baseline. Digital health technologies demonstrated substantial engagement, with 87.7% downloading the NCD365 app. Further, 93.8% enrolled in the online course, and 75.4% frequently used the NCD365 app. Encouragingly, 94.7% would recommend the app to friends. The study concludes that educational interventions significantly enhance knowledge, attitudes, and behaviors related to climate change and NCDs among youth in Nairobi. Recommendations include expanding similar initiatives, incorporating interactive elements, and continuous monitoring for long-term impact assessment. This research contributes pivotal insights to addressing 21st-century challenges through targeted education and technological integration.

Competency-Based Virtual Clinical Practicum in Response to COVID-19 Pandemic: A Quality Improvement Project.

The purpose of the quality improvement (QI) project was to provide a learner and faculty preceptor high quality virtual clinical practicum (VCP) for Wound, Ostomy, Continence (WOC) Nurse learners during the COVID-19 pandemic and disseminate findings. Project participants were registered nurses post-bachelor's degree or higher with a minimum of 1-year clinical experience who had completed and passed the didactic portion of a Wound Ostomy Continence Nursing Education Program (WOCNEP). Learners completing the WOCNEP's VCP and the faculty preceptors were the subjects for this QI report. The setting was a virtual platform allowing live time visibility and interactions between learners and faculty preceptors including the ability to share documents and procedural videos. An initial group of 62 learners were asked open-ended questions after completion of the VCP; the most frequently recurring themes were converted into 5-point Likert scale questions as the evaluation tool completed by an additional 234 learners. In total, 296 learners completing the VCP evaluated this novel 100% simulation virtual practicum. This QI project evaluated a 100% simulation-based practicum at a WOCENP based in the United States. A competency based VCP used the Competency Outcomes and Performance Assessment (COPA) model. Learners were taught competencies via a preparatory virtual lab and then had to prepare documents and videos or pictures with step-by-step instructions prior to attending a Live Competency Assessment Lab with faculty preceptors and a small group of peer learners. Appraisal of the VCP was based on course evaluations anonymously completed by each of the 296 learners. Faculty preceptors were queried regarding their VCP evaluation and certification exam pass rates were tallied. Findings indicate positive outcomes of the VCP competency-based practicum from student and faculty preceptor perspectives along with higher certification pass rates; specifically, wound care pass rates increased by 16%, ostomy care increased by 18% and continence care pass rates increased by 13%. Our reported experiences strongly suggest a VCP offers an attractive option for fulfilling practicum requirements while reducing barriers of the in-person split option practicum.

Tuakana-teina peer education programme to help Māori elders enhance wellbeing and social connectedness

BackgroundThere are significant inequities between Māori (Indigenous people) and non-Māori in ageing outcomes. This study used a strengths-based approach based on the key cultural concept of mana motuhake (autonomy and self-actualisation) to develop a tuakana-teina (literally older sibling-younger sibling) peer education programme to assist kaumātua (elders) in addressing health and social needs. The purpose of this study was to test the impact on those receiving the programme. Three aims identify the impact on outcomes, resources received and the cost effectiveness of the programme.MethodsFive Kaupapa Māori (research and services guided by Māori worldviews) iwi (tribe) and community providers implemented the project using a partnership approach. Tuakana (peer educators) had up to six conversations each with up to six teina (peer learners) and shared information related to social and health services. A pre- and post-test, clustered staggered design was the research design. Participants completed a baseline and post-programme assessment of health and mana motuhake measures consistent with Māori worldviews. Open-ended questions on the assessments, five focus groups, and four individual interviews were used for qualitative evaluation.FindingsA total of 113 kaumātua were recruited, and 86 completed the programme. The analysis revealed improvements in health-related quality of life, needing more help with daily tasks, life satisfaction, paying bills and housing problems. Qualitative results supported impacts of the programme on mana motuhake and hauora (holistic health) through providing intangible and tangible resources. Cost-effectiveness analysis showed that the intervention is cost effective, with a cost per QALY of less than the conventional threshold of three times GDP per capita.ConclusionsA culturally-resonant, strengths-based programme developed through a participatory approach can significantly improve health and social outcomes in a cost-effective way.Trial RegistryClinical trial registry: Trial registration: (ACTRN12620000316909). Prospectively registered 06/03/2020, https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=379302&isClinicalTrial=False.

Ethical challenges for children undergoing surgery: Evaluation of graduate nursing students' learning

Background
 Multiple barriers can impede the holistic care of children and their meaningful involvement in their healthcare in the context of surgery. These include lack of clinician knowledge of the ethical concerns impacting children and scarce educational resources. Our team created an open-access training module (https://childsxethics.net) to enhance clinicians’ understanding of ethical challenges for children undergoing surgery. Objective
 To evaluate the level of Bloom’s Taxonomy cognitive, affective, and psychomotor learning reached by graduate nursing students after completing the module. Methods
 A qualitative descriptive study was conducted. Data sources comprised of participants’ course assignments. Data were analysed inductively and deductively using Bloom’s Taxonomy and the Childhood Ethics Framework. Results
 Nineteen participants wrote online reflections and peer responses. Two subgroups completed group assignments. The module and associated class assignments successfully promoted high levels of cognitive and affective learning of ethical challenges impacting children undergoing surgery. The type of assignment influenced participants’ level of learning and achievement of learning objectives. Cognitive and affective learning processes were enhanced when integrating reflections and fostering dialogue/interaction among peer learners. Implications
 Study findings will be used to improve the module. Future iterations will include collaborations with international clinicians to enhance the global relevance of the module contents, which will be evaluated with other clinicians/trainees. Providing educational resources for clinicians on ethical challenges in children’s surgery will help facilitate the recognition of children as active moral agents and improve their surgical experiences by promoting holistic patient care.

Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology

ABSTRACT Against the backdrop of global convergences in education reforms, a growing focus on teacher competences has emerged in European policy discourses about teacher professionalism and professional learning and development that has driven an expanding international and national CPD market involving both state and private operators. Developments in Sweden are an example, and the aim of this article is to identify and explore the discourses on teacher professional learning that seem to proliferate on this newly emerged and expanding market and their connections with and consequences for teacher professionalism. Two sets of data have fed the analysis. These are (a) CPD invoices and (b) interviews with school principals. The analysis indicates that the dominant discourses discursively shape teacher professionalism in relation to ideas about teachers as learners as collegial consumers of knowledge. Policy recommendations about peer learning become a subordinated element of a dominant discourse that prioritises and privileges the agency of knowledge producers, such as consultancies, compared to other actors as intermediaries. Commodification is a new key intermediary process in professional learning for teacher professional development.

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.

Enhancing interprofessional education readiness in undergraduate dental students: a scenario-based peer learning programme.

Interprofessional Education (IPE) is an educational approach that brings together students from different healthcare professions to foster collaborative learning and teamwork. Before integrating IPE into the curriculum of health preprofessional students, it is necessary to increase their readiness for IPE. Dentistry increasingly values interprofessional collaboration and teamwork for enhanced patient care and healthcare team competencies, an emphasis also echoed by recent dental education authorities. The aim of this quasi-experimental research was to assess the influence of Scenario Based Learning Peer Learning (SBPL) programme, which involved scenarios necessitating interprofessional communication, on the readiness for IPE among a cohort of undergraduate dental students studying within the framework of the European Higher Education Area (EHEA). This study investigates undergraduate dental students' readiness for IPE and the influence of SBPL programme on their readiness. Participants (n = 25) from 18 EHEA countries completed the Readiness for Interprofessional Learning Scale(RIPLS) before and after SBPL programme, held at the 70th European Dental Students' Association (EDSA)meeting. Data were analyzed using the Wilcoxon Signed Rank Test (p = 0.05). After the SBPT programme, there was a statistically significant increase (p < 0.05) in the mean of the total scale, teamwork and collaboration, roles and responsibilities and professional identity subscale. In general, SBPL programme showed a constructive effect on interprofessional readiness. Although there was no statistically significant increase only in items 9,12,18 of the 19 items of the RIPLS, there was an increase in the averages in all except item 12. Our research emphasizes the importance of diverse perspectives and IPE in the realm of dental education. Within the limits of this study, it showcases the efficacy of a brief half-day SBPL programme with interprofessional scenarios in enhancing participants' readiness. The programme notably enhanced dental students' readiness in grasping crucial aspects of IPE: teamwork and collaboration, professional identity, and roles and responsibilities. However, this study does not delve into the potential impact of a comprehensive, long-term curriculum integrating IPE principles. This gap underscores the need for further exploration into the sustained influence of IPE on the interprofessional skills of dental school graduates.

The role of social media on psychological wellbeing from the perspectives of young people with type 1 diabetes and their caregivers: a qualitative study

ABSTRACT This study explores the perceived influence of social media on psychological wellbeing in young people living with type 1 diabetes. Young people aged 13–20 years (N = 19) with type 1 diabetes and caregivers (diabetes healthcare providers and parents) (N = 8) took part in an online focus group or interview. Thematic analysis was used to analyse the data. Participants reflected on social media’s capacity to facilitate accessible peer learning and emotional support. Themes for young people centred on the emotional demand of perceiving diabetes products/diets, stigma, and ‘filtered’ peer profiles. Caregiver themes centred on the accuracy and trustworthiness of diabetes content. Caregivers perceive that young people find it difficult to be open about their condition online. Young people with type 1 diabetes reflected on how social media enables them to control their experience. Findings reflect the paradoxical nature of social media as a diabetes support aid, and practical implications of this are discussed.

Impact of Attitude, Emotion, Interaction, and Perception on Learner Satisfaction in Online Learning with Mediating Effect of Motivation During COVID-19

Switching from traditional to online learning during the COVID-19 pandemic bore the associated opportunities and challenges. The study presents the clout of Perception, Emotion, Attitude, Teacher-Student, and Peer interaction on Learner Satisfaction (LS) partially mediated by motivation among business management students of Russia, India, and Bangladesh. The psychological framework used in the study, followed by Structural Equation Modelling, displayed a significant association between all exogenous and endogenous variables. The responses from the 1008 students during the pandemic corroborate two critical learning theories, i.e. Social Constructivism and Media Richness Theory, by confirming a significant and positive relationship between attitude and motivation. The learners’ perception of the content and administration is pivotal for LS. Whereas peer learning was an important aspect in Russia and India, assisted learning was preferred by the students of Bangladesh.

Technical staff’s conception of training and development and its influence on performance: the case of University of Cape Coast, Ghana

ABSTRACT Appropriate, efficient and effective staff training and development programmes have the tendency to enhance work performance in an organisation. The study analysed technical staffs’ conception of training and development (T&D) and its influence on work performance in the University of Cape Coast. The mixed methods approach was used to collect data from 195 respondents. The study found that T&D programmes promoted peer learning, sharpened the skills of the technical staff, contributed to improved competencies and productivity. The study largely confirmed results from prior studies that providing training opportunities for staff improved performance and productivity. However, implementation challenges affect the effectiveness of training and development efforts, especially when staff resume work after training. The implication is that a combination of enhanced T&D programmes with stakeholder participation, provision of adequate logistics and other factors are essential for improved performance.

School improvement and peer learning partnerships: building organizational resilience in primary schools in England

IntroductionThis article looks at organizational resilience (OR) through the analysis of a sub-set of data gained from an independent and embedded mixed methods implementation and process evaluation (IPE) of the Schools Partnership Program (SPP) implemented over 3 years (2018–2021) and funded by the Education Endowment Foundation (EEF) in England. We describe ways in which SPP ‘learning map’ addresses the (i) anticipation, (ii) coping and (iii) adaptation stages and the extent to which SPP helped building organizational resilience. Taking this theoretical framework as a foundation is a novelty, as despite OR has become prominent in the academic literature apart from a few exceptions there is a dearth of international research examining OR within the school sector.MethodsA sample of 422 primary schools that took part in SPP (treatment schools) and their comparisons are analyzed applying the organizational capability-based framework. Drawing on SPP empirical data from numerous data collection strategies (interviews, surveys, shadowing school reviews and improvement workshops), the extent to which schools’ resilience capacities were improved is analyzed.ResultsOur findings suggest that SPP supported the development of OR in SPP primary schools. Despite facing several challenging external factors (student deprivation, the COVID disruption, changes to the external accountability framework and competing demands of other partner organizations) and internal factors (teacher attrition, need to developing leaders, upgrade pedagogical skills and encourage student subgroups who were underperforming) SPP schools exert (1) knowledge building through training, the review process, professional dialogue, learning from each other, as well as receiving and giving feedback. Regarding (2) resource availability, schools used SPP as a scaffold to build improvised strategies to access and mobilize shared human and physical resources; (3) social resources were built in the SPP through social capital, sharing of knowledge, enhancing a shared vision and trust. Finally, (4) SPP promoted lateral power dynamics driven by professional learning and accountability.DiscussionOverall, the paper extends the understanding of school peer review approaches for school improvement and adds to the OR international literature by presenting features that extend it toward building system resilience.

Heutagogical Design Principles for Online Learning: A Scoping Review

ABSTRACT In higher education, heutagogical design principles may be utilized to foster active teaching and learning to engage learners in an online learning environment. This research study aims to investigate the application of heutagogical design principles such as exploration, creation, collaboration, connection, reflection, and knowledge sharing. Therefore, a scoping review was conducted to identify and analyze the potential use of heutagogical design principles across a variety of online instructional approaches, including personalized learning, peer learning, smart learning, self-regulated learning, independent learning, learner-centered learning, facilitative learning, collaborative learning, free-choice learning, and lifelong learning within the theoretical framework of heutagogy. The results revealed that the most frequent instructional approaches included collaboration, self-regulation, personalization, and lifelong learning. Thus, instructional approaches encouraged students to connect with peers and instructors within the facilitative learning environment. As a result, instructors developed students’ 21st century skills in the scope of engaging, meaningful, and experiential learning environments. Online teaching and learning in higher education might be diversified based on heutagogical principles and instructional approaches and their subsequent implementation in the context of higher education.

Emerging specialty crop farmer perspectives and educational needs related to soil health and nutrient management in the Upper Midwest

Abstract Emerging farmers, including immigrant farmers, play an increasingly important role in the food system of the Upper Midwestern United States but face significant barriers to success. One important barrier is the lack of culturally relevant and system-specific training and technical assistance, particularly related to soil health and nutrient management. A team of researchers and farm support professionals was convened to conduct a farmer engagement process consisting of a survey and focus groups to better understand the experiences and wisdom that emerging farmers already have, and their educational needs related to soils. The broader goal was to inform the development of culturally relevant tools and training. Here we identify key takeaways related to content needs and learning style preferences. While emerging farmers are already skilled in assessing physical and biological aspects of soil health, they often need support in understanding chemical properties of soil, how to do soil testing, and how to translate soil test results into actionable practices. Additionally, many emerging farmers have experience in other countries and in agricultural systems based on practices such as shifting cultivation. Supporting farmers as they adapt these practices to a Midwest context requires educators to learn about these systems and value the expertise of farmers from diverse farming backgrounds. There is a particular need for more nuanced and farm scale-specific training about inputs in highly diversified, mostly organic systems, especially related to compost and manure management. In terms of learning styles, farmers preferred hands-on training opportunities with as much mentorship and peer learning as possible. Many Midwestern emerging farmers participate in incubator farm programs for beginning growers. While such programs provide valuable access to land and infrastructure, they often lack the capacity to provide tailored participant mentorship. This leaves program graduates unsure about how to utilize soil health and nutrient management practices when they start their own farms. To improve soil health and nutrient management outcomes for emerging farmers, we propose investing in train-the-trainer type programs for farmer leaders and staff with beginning farmer organizations. These programs should include tailored one-to-one mentorship and peer learning with an emphasis on organic inputs, chemical aspects of soil health, and diversified production systems.

Effect of web-assisted and peer learning on health beliefs, level of knowledge, and behaviors regarding breast cancer screening

Effect of web-assisted and peer learning on health beliefs, level of knowledge, and behaviors regarding breast cancer screening

Less is More: Peer Learning from Nondisclosures

Less is More: Peer Learning from Nondisclosures

A Process-Focused Experiential Approach to IT Education Using Peer Learning

A Process-Focused Experiential Approach to IT Education Using Peer Learning

Strengthening students’ physics literacy through the WHK flow

Strengthening students’ physics literacy is urgent to do. The purpose of this study is to apply the Wacana-Holistik-Kunci (WHK) flow in strengthening physics literacy for students. This research method was descriptive research applied to 9 elementary schools in Kupang Regency, East Nusa Tenggara, Indonesia. The results of the study show that the WHK flow can be implemented through teacher training to teaching teacher assistance in class. A total of 25 teachers have succeeded in implementing the WHK flow smoothly through peer learning, where in the WHK flow in the Wacana (W) stage students listen to the discourse text and find difficult words to discuss, in the Holistik (H) stage students find the context of physical science and retell it. with their own sentences, as well as the Kunci (K) stage students find answers to questions based on the discourse text. The conclusion of this research shows that the WHK flow helps strengthen students’ scientific literacy, especially at the Holistik (H) stage, and can equip students to discover the context, concepts and applications of physical discourse. The implication of this research is the need to disseminate this pathway to facilitate and accelerate the achievement of increasing students’ physics literacy.

An Attempt at Peer Learning with Explanation in Introductory Programming Education

An Attempt at Peer Learning with Explanation in Introductory Programming Education