Peer-led Education Intervention Research Articles

Enhancing Early Identification of Speech-Language-Hearing Delays Through Interprofessional Peer Teaching in a Communication Sciences and Disorders Graduate Training Program.

In the current health care landscape, a paradigm shift toward team-based care is underway. Integrating interprofessional education experiences into graduate communication sciences and disorders (CSD) programs is essential to cultivate collaborative skills and prepare future professionals for the interprofessional demands of the field. Within this context, peer teaching has emerged as a noteworthy strategy to promote learning. This study aims to contribute to this evolving field by reporting the impact of an interprofessional (speech-language pathology and audiology) peer teaching educational intervention on physician assistant (PA) students' knowledge of speech-language-hearing developmental milestones and developmental screening. A quantitative, descriptive methodology with a pretest, posttest interventional design was utilized to assess the impact of a CSD peer-led educational intervention on the knowledge of 35 PA students. The perceived satisfaction of the PA students with the peer-led educational experience was also evaluated. Data analysis revealed a significant increase on knowledge posttest scores compared to pretest scores. PA students also reported an overall positive peer learning experience. The collaboration between speech-language pathology, audiology, and PA students through peer teaching holds significant importance in the context of pediatric primary care, and for CSD graduate trainings programs interested in improving educational experiences that tailor to interprofessional learning and practice.

Learning to PERSEVERE: A pilot study of peer mentor support and caregiver education in Lewy body dementia

BackgroundLewy Body Disease (LBD) is the second most common neurodegenerative disorder. Despite high family caregiver strain and adverse patient and caregiver outcomes, few interventions exist for LBD family caregivers. Based on a successful peer mentoring pilot study in advanced Parkinson's Disease, we revised the curriculum of this peer-led educational intervention incorporating LBD caregiver input. ObjectiveWe assessed feasibility of a peer mentor-led educational intervention and its impact on LBD family caregivers’ knowledge, dementia attitudes, and mastery. MethodsUsing community-based participatory research, we refined a 16-week peer mentoring intervention and recruited caregivers online through national foundations. Experienced LBD caregiver mentors were trained and matched with newer caregiver mentees with whom they spoke weekly for 16 weeks, supported by the intervention curriculum. We measured intervention fidelity biweekly, program satisfaction, and change in LBD knowledge, dementia attitudes, and caregiving mastery before and after the 16-week intervention. ResultsThirty mentor-mentee pairs completed a median of 15 calls (range: 8–19; 424 total calls; median 45 min each). As satisfaction indicators, participants rated 95.3% of calls as useful, and at week 16, all participants indicated they would recommend the intervention to other caregivers. Mentees' knowledge and dementia attitudes improved by 13% (p < 0.05) and 7% (p < 0.001), respectively. Training improved mentors’ LBD knowledge by 32% (p < 0.0001) and dementia attitudes by 2.5% (p < 0.001). Neither mentor nor mentee mastery changed significantly (p = 0.36, respectively). ConclusionsThis LBD caregiver-designed and -led intervention was feasible, well-received, and effective in improving knowledge and dementia attitudes in both seasoned and newer caregivers. Trial registrationhttps://clinicaltrials.gov/ct2/show/NCT04649164ClinicalTrials.gov Identifier: NCT04649164; December 2, 2020.

Peer-Led Educational Intervention and Its Effect On Predisposing Factors of Occupational Risk Prevention Practices Among Medical Waste Handlers in Tertiary Hospitals, Southwest, Nigeria

Peer-Led Educational Intervention and Its Effect On Predisposing Factors of Occupational Risk Prevention Practices Among Medical Waste Handlers in Tertiary Hospitals, Southwest, Nigeria

Effectiveness of peer-led education intervention on contraceptive use, unmet need and demand among secondary school adolescents in Gedeo Zone, South Ethiopia. A study protocol for cluster randomized controlled trial

BackgroundSchool-based interventions are believed to increase contraceptive use and demand among adolescents. However, there is limited evidence on the effectiveness of peer education in promoting contraceptive use, unmet needs, and demand among adolescents aged 15–19 years. ObjectiveThe purpose of this study protocol will be to evaluate the effect of a peer-led educational intervention on increasing contraceptive use and demand among high school students in the Gedeo Zone of southern Ethiopia. MethodsA single-blind randomized controlled trial will be conducted in 6 randomly selected secondary schools in the Gedeo zone of southern Ethiopia. Two hundred twenty-four participants will be selected and randomly assigned to two groups: an intervention group and a control group. A peer-led educational intervention will be administered to the intervention group for six months. Pre-tested and validated questionnaires will be used to measure contraceptive use, unmet need and contraceptive demand. Generalized estimating equation (GEE) will be used to test the effectiveness of the interventions by examining whether there is any significant difference in contraceptive use, unmet needs, and contraceptive demands between the intervention and control groups. Trial registrationThis trail was registered under Clinical Trials.gov with identifier number PACTR202109586981531.

Effectiveness of peer-led education interventions on contraceptive use, unmet need, and demand among adolescent girls in Gedeo Zone, South Ethiopia. A cluster randomized controlled trial

ABSTRACT Background Peer-led education interventions are assumed to be an effective means of increasing contraceptive utilization and demand in adolescents. However evidence is lacking on whether peer-led education is effective in promoting the demand for and use of contraceptives in adolescent girls, especially in resource-limited settings. Objective The present study evaluated the effectiveness of peer-led education interventions in improving contraceptive use, unmet needs, and demand among sexually active secondary school adolescent girls in Gedeo Zone, South Ethiopia. Methods A single-blinded cluster randomised controlled trial study was performed in six randomly selected secondary schools in the Gedeo Zone, southern Ethiopia. A total of 224 participants were recruited and randomly assigned to the intervention and control groups. The intervention group received peer-led education intervention for six months. A pre-tested and validated questionnaire was used to measure contraceptive use, unmet need, and contraceptive demand. A generalised estimating equation (GEE) model was used to examine the effectiveness of the intervention. Result After six months of intervention, the Differences-in-difference in contraceptive use, unmet need, and contraceptive demand between the intervention and control groups were 25.1%, 7.4%, and 17.7%, respectively. There was a statistically significant difference in contraceptive use [AOR = 8.7, 95% CI: (3.66, 20.83), unmet need for contraceptives [AOR = 6.2, 95% CI: (1.61, 24.36)] and contraceptive demand [AOR = 6.1, 95% CI: (2.43, 15.11)] between the intervention and control groups. Conclusions School-based peer education intervention effectively improved contraceptive use and unmet needs in a low-resource setting and created demand in sexually active adolescent girls. These results support the potential utility of this approach in similar settings for the promotion of contraception use and demand.

Effect of Peer-Led Educational Intervention On Occupational Risk Prevention Practices Among Medical Waste Handlers in Tertiary Hospitals, Southwest, Nigeria

This study was undertaken to assess the effect of peer led educational intervention programs on the occupational risk prevention practices among the medical waste handlers in some selected tertiary hospitals in South west, Nigeria. The specific objectives were to determine the baseline occupational risk prevention practices among the participants; and assess the effect of peer- led educational intervention on the occupational risk prevention practices at 12th week post intervention follow up among the participants. The study was an interventional study and adopted a two group quasi-experimental design. Participants of the study were the hospital attendants that served as medical waste handlers working at Olabisi Onabanjo University Teaching Hospital, Sagamu and Federal Medical Centre, Ebute Meta, Lagos. The instrument for the study was a structured questionnaire developed to determine the baseline assessment and outcome evaluation of the intervention. Data collected were analysed using descriptive and inferential statistics. The findings of the study revealed that the mean score of risk prevention practices at 12th week post intervention for control group is 11.12±3.20 while the experimental group is 17.32±4.78 with mean difference of 6.20 in favour of the experimental group. The study concludes that peer led educational intervention programs was effective in improving risk prevention practices among the medical waste handlers. It was recommended among others that major stakeholders in the ministry of health and health institutions should adopt peer led education in the training of the medical waste handlers.

Effect of a peer-led education intervention on dietary behaviour and physical activity among adolescents in Ho Chi Minh City, Vietnam: a pilot study.

This pilot study aimed to evaluate the effectiveness of peer-led education intervention on physical activity, sedentary behaviours, and dietary behaviours among adolescents in HCM city, Vietnam. Among students in the intervention arm after a 9-month follow-up, total energy intake was reduced by 304 kcal/day, fat by 13 g/day, carbohydrate by 39 g/day, and sweet foods by 20 g/day, compared to pre-intervention figures (p &lt; 0.05, adjusted for age, BMI at baseline, gender, the interaction between measurement time and intervention groups, and cluster effect in schools). Only total energy intake was significantly lower in the intervention than control students (p &lt; 0.05, after adjustment). Our pilot project has established the feasibility of a peer-led intervention to improve lifestyles among adolescents in HCM city and evidence of improvements in dietary intake. Australian New Zealand Clinical Trials Registry: ACTRN12619000421134.

Impact of peer education on sexual health knowledge among adolescents and young persons in two North Western states of Nigeria

BackgroundGenerally, social development among young people is largely influenced by their peers. Peer education is a proven and effective approach for promoting reproductive health among young people, especially HIV/AIDS education. This study was conducted to assess the effectiveness of a peer-led education intervention in addressing sexual and reproductive health related knowledge and concerns among young people in Kaduna and Kano States, northwest Nigeria.MethodsA pre and post-test study was conducted among 8930 young people aged 15–24 years who participated in the MTV Shuga Peer Education intervention selected from communities in Kaduna and Kano States. A baseline pre-test was conducted before the education program, and it was followed up with a post-test at the end of the five-day long peer education sessions.ResultsMajority of the respondents, 7846 (87.9%) were adolescents aged 15–19 years while the rest 1084 (12.1%) were young adults aged 20–24 years. A total of 6099 (68.3%) of the respondents correctly stated that condoms prevent pregnancy during the pre-test compared to 6429 (72.0%) peers during the post test. Lower abdominal pain was correctly indicated as a symptom of STI by 6282 (70.3%) and 6984 (78.2%) of the respondents at pre-test and post-test respectively. More males (58.5%) had good knowledge about condom use compared to the females, 51.9% (χ2 = 24.62, p < 0.001). while more females (79.6%) compared to 74.7% males opined that going for HIV test with their sexual partner is important to them during the pre-test (χ2 = 19.44, p≤ 0.001).However, no significant difference was observed on knowledge of condom use and opinion on going for HIV testing with sexual partner among either gender at post-test.ConclusionSignificant positive changes in knowledge, views and opinions regarding STIs and HIV, HIV anti-stigma and the use of condoms were observed following exposure to the peer sessions of the MTV Shuga peer education intervention. Sustained exposure and access to informative and enlightening peer education sessions over time have the potential to comprehensively improve SRH knowledge, influence positive opinion change and in turn adoption of positive behaviours among young people.

Effect of Peer-Led and Parent-Led Education Interventions on Menstrual Hygiene-Related Knowledge of In-School Adolescent Girls in Ogun State, Nigeria

The purposes of the study was to determine the effectiveness of peer-led and parent-led education on menstrual hygiene-related knowledge of in-school adolescent girls in Ogun state, Nigeria, which was conceptualized using the Health Belief Model. The study employed a quasi-experimental design with 120 in-school adolescent girls selected through a multistage sampling technique from four (4) secondary schools within Ogun East. A validated instrument was used for data collection. The findings showed that the adolescent girls' level of menstrual hygiene knowledge had a significant increase after the intervention. The peer-led group better predicted higher knowledge scores (mean diff = 7.13; effect size = 4.34; t = 19.091; p = 0.000). In conclusion, the peer-led education intervention was more effective in improving the level of adolescent girls' menstrual hygiene knowledge in Ogun State. It is recommended that peer educators be recruited for future interventions to change the reproductive health behaviors of adolescent girls nationally.

Bowel health and screening: evaluating a peer-led educational intervention for people with learning disabilities

Bowel health and screening: evaluating a peer-led educational intervention for people with learning disabilities

LEAP

Despite a crucial role in providing public health services, Community Health Workers (CHWs) remain disadvantaged in receiving effective skill-building opportunities. Due to the lack of health experts and appropriate infrastructure, it becomes challenging to provide training on a regular basis. Our aim is to investigate opportunities for designing technology-supported collaborative learning to compensate for the limited availability of instructors. We designed a mobile learning-based peer-led educational intervention, and conducted an eight week long between-group study with 120 CHWs across four districts of Delhi, India. We found that CHWs were able to participate and use the system on their own leading to significant knowledge gains and increased desire to learn. With little guidance, CHWs exhibited benefits of collaborative learning in terms of positive interdependence on each other and use of interpersonal skills. The informal peer learning environment encouraged CHWs to have discourses on deeper societal aspects e.g. their role in society.

A Qualitative Study on the Impact of First Steps-A Peer-led Educational Intervention for People Newly Diagnosed with Parkinson's Disease.

Aim: The dual aim of this research was to consider the impact of providing the First Steps program on the stories of people with Parkinson’s Disease (PD) and to investigate the psychosocial and emotional mechanisms which may explain this impact. Methods: A qualitative study using a subtle realist paradigm and hermeneutic phenomenological methodology was undertaken. A single semi-structured interview was used to consider the impact and experiences of people with PD who completed either the intervention (2-day peer-led behavior intervention using storytelling 6–8 weeks apart) or received telephone support calls as part of the active control group. Descriptive statistics and a narrative analysis were undertaken on the results. Results: Forty-two participants were invited to participate, forty of whom completed the interview. This included 18 from the intervention group and 22 from the active control group. The intervention group identified the value of the program as worth-while, demonstrating improved exercise behavior and coping mechanisms following the intervention. Three major stories (the affirmed, the validated and the transformed story) identified the impact of the intervention. Three internal mechanisms (perceived control, hope and action, and the individual’s mind set) alongside three social mechanisms (social comparison, social control and the first opportunity to share with peers) appeared to explain this impact. Conclusion: This study provides exciting and novel evidence of the impact of a peer-led psycho-educational intervention for people newly diagnosed with PD. Further research is needed to consider the impact of stories-based approaches on participants and consider a critical evaluation of the mechanisms which may explain changes in stories and self-reported behaviour.

Measuring Health-Related Outcomes After a Peer-Led Educational Intervention for African Americans with Chronic Kidney Disease

There are multiple reasons for the disparity in chronic kidney disease (CKD) among African Americans, including higher rates of diabetes, the absence of disease-specific health knowledge, and unhealthy lifestyle behaviors (eating, exercise). This pilot study measured health-related outcomes of a social worker-coordinated and peer-led psychoeducational program, based on cognitive behavioral therapy (CBT). One-group pretest/posttest was used to measure changes in outcome variables, such as CKD-related health knowledge, healthy lifestyle and behaviors, and medication adherence.&#x0D; Data from 54 African-American patients indicated statistically significant improvement in scores on the Health Knowledge Scale, but no change in healthy lifestyle and behaviors or medication adherence. Social workers should provide cost-effective and clinically proven psychosocial educational treatments for patients with chronic health conditions. This intervention can be replicated with large, diverse groups in collaboration with other medical professionals.

The effect of peer-led self-management education programmes for adolescents with asthma: A systematic review and meta-analysis

Background: Adolescents with asthma face unique challenges due to hormonal changes, psychosocial development and healthcare transition. Peer-led self-management programmes may increase treatment adherence and social adjustment by addressing these challenges. The purpose of this study was to assess whether peer-led self-management programmes improve health outcomes for adolescents with asthma. Methods: Sixteen databases were searched in May 2015 for published and unpublished studies. Studies had to be randomised controlled trials (RCTs), include participants aged 10–19 years old with asthma, use a peer-led educational intervention that addressed self-management of asthma, and report a measure of health status or behaviour as an outcome. Trial quality and data extraction were based on pre-specified criteria. Results were pooled using a random-effects model with mean differences (MDs). Subgroup analysis was not possible due to limited data. Results: Of the 1,887 articles retrieved, 4 studies ( n = 1,937 participants) met the inclusion criteria. One study was excluded from meta-analysis due to unextractable data. There was a small, statistically non-significant increase in participants’ quality of life (MD = 0.70, 95% confidence interval [CI] = −0.29, 1.69, p = .16), and a small, statistically non-significant decrease in lung function (MD = −1.36, 95% CI = −9.98, 7.26, p = .76). In one RCT, interventions reduced asthma symptoms and improved self-management. Scarcity of data made meta-analysis unfeasible, and studies had unclear or high risk of bias. Discussion: There is limited evidence that peer-led self-management programmes improve quality of life or lung function for adolescents with asthma. RCTs investigating more diverse and longer term outcomes are needed.

Accuracy in precordial ECG lead placement: Improving performance through a peer-led educational intervention

Background and objectivesInaccurate electrocardiography (ECG) lead placement may lead to erroneous diagnoses, such as poor R wave progression. We sought to assess the accuracy of precordial ECG lead placement amongst hospital staff members, and to re-evaluate performance after an educational intervention. Methods and results100 randomly selected eligible staff members placed sticker dots on a mannequin, their positions were recorded on a radar plot and compared to the correct precordial lead positions. The commonest errors were placing V1 and V2 leads too superiorly, and V5 and V6 leads too medially.Following an educational intervention with the aid of moderated poster presentations and volunteer patients, the study was repeated six months later. 60 subjects correctly placed all leads, compared to 10 in the pre-intervention cohort (P<0.0001) with the proportion achieving correct placement of any lead rising from 0.34 to 0.83, (p<0.0001 for all leads). ConclusionIncorrect ECG lead placement is common. This may be addressed through regular training incorporated into annual induction processes for relevant health care professionals.

Unzip the Truth: Results from the Fort Peck Men's Sexual Health Intervention and Evaluation Study

ABSTRACTAmerican Indian (AI) men experience sexual and reproductive health disparities including sexually transmitted infections, unplanned pregnancy, absent fatherhood, and intimate relationship violence. Using a case-control study within a community-based participatory research framework, we investigated the effectiveness of a sexual and reproductive health peer led education intervention model for AI men, ages 18–24. Intervention results demonstrated the greatest impact on attitudes regarding contraceptives, commitment in relationships, and consistency of condom use. Our study provides insights into how to access education and influence sexual risk behaviors among a diverse group of hard to reach young adult males.

Peer-led live research demonstrations: challenging medical student misconceptions about research.

Modern health care provision is now fundamentally evidence based, meaning competency in academic medicine is integral to medical training. The Integrated Academic Training pathway provides focussed training in this area at a postgraduate level but no such provision exists at an undergraduate level. A number of peer-led academic societies have emerged across the UK to provide education and support for undergraduates but there is little evidence about the type of peer-led interventions that are effective. We report here the findings of one such peer-led organization, the Warwick Academic Medicine Society. We found that traditional educational interventions, including didactic lectures and small-group teaching, are effective at inspiring students regarding academic medicine but poor at translating this enthusiasm into sustained involvement in research. We find this disparity to be centred on misconceptions amongst students regarding the time and skills required to meaningfully contribute to a research project. Further, we introduce the concept of the Live Research Demonstration (LRD), a novel peer-led educational intervention which aims to address these misconceptions and improve involvement of students in research. Initial pilots of the LRD concept have shown significant promise and we recommend a larger trial across multiple localities to confirm its educational benefits.

Evaluating the effectiveness of a peer-led education intervention to improve the patient safety attitudes of junior pharmacy students: a cross-sectional study using a latent growth curve modelling approach

ObjectiveDespite the recognition that educating healthcare students in patient safety is essential, changing already full curricula can be challenging. Furthermore, institutions may lack the capacity and capability to deliver patient...

Building evidence for peer-led interventions: assessing the cost of the Adolescent Asthma Action program in Australia.

Asthma is the most common chronic illness among adolescents in Australia. Aboriginal and Torres Strait Islander adolescents, in particular, face substantial inequalities in asthma-related outcomes. Triple A (Adolescent Asthma Action) is a peer-led education intervention, which aims to improve asthma self-management and reduce the uptake of smoking among adolescents. The aim of this study was to determine the cost of implementing the Triple A program in Australia. Standard economic costing methods were used. It involved identifying the resources that were utilised (such as personnel and program materials), measuring them and then valuing them. We later performed sensitivity analysis so as to identify the cost drivers and a stress test to test how the intervention can perform when some inputs are lacking. Results indicate that the estimated cost of implementing the Triple A program in five schools was $41060, assuming that the opportunity cost of all the participants and venues was accounted for. This translated to $8212 per school or $50 per target student. From sensitivity analysis and a stress test, it was identified that the cost of the intervention (in practice) was $14 per student. This appears to be a modest cost, given the burden of asthma. In conclusion, the Triple A program is an affordable intervention to implement in high schools. The potential asthma cost savings due to the program are significant. If the Triple A program is implemented nation-wide, the benefits would be substantial.

Consumer Empowerment and Self-Advocacy Outcomes in a Randomized Study of Peer-Led Education

This study examined the effectiveness of the Building Recovery of Individual Dreams and Goals (BRIDGES) peer-led education intervention in empowering mental health consumers to become better advocates for their own care. A total of 428 adults with mental illness were randomly assigned to BRIDGES (intervention condition) or a services as usual wait list (control condition). Interviews were conducted at enrollment, at the end of the intervention, and 6-months post-intervention. Random regression results indicate that, compared to controls, BRIDGES participants experienced significant increases in overall empowerment, empowerment-self-esteem, and self-advocacy-assertiveness, and maintained these improved outcomes over time. Peer-led education interventions may provide participants with the information, skills and support they need to become more actively involved in the treatment decision-making process.