Small Group Peer Research Articles

A Mixed Methods Exploration of Factors That Influence Student Participation in Optional Formative Review Quizzes.

IntroductionWeekly formative Review Quizzes are an integral feature of the Georgetown University School of Medicine assessment program. The Quizzes offer students an opportunity to test themselves in a low-stakes setting and then discuss their answers with peers in small groups; faculty are also present to help the groups with difficult problems.MethodsWe conducted a mixed methods study in which we monitored quiz attendance over the course of the first four curricular blocks, deployed a study specific survey, and held focus groups to determine the factors that influenced quiz participation and how students perceived that the quiz contributed to their learning. ResultsWe observed that Quiz attendance, while initially robust, dropped steadily over the course of the year. Nearly all students reported that the practice questions along with faculty explanations contributed strongly to their learning. Fewer students felt that discussion with their peers was valuable, but those who valued peer discussion were significantly more likely to attend the quiz in person. The two things cited most often as barriers to quiz attendance were inconvenience and lack of adequate preparation. Many students reported that they saved questions and did not attempt to answer them until they had completed study of that subject. DiscussionOur results indicate that while there is ample evidence that early review and discussion with peers can contribute to learning, learners do not always recognize the value in this practice.

Effects of a dietary modification intervention on menstrual pain and urinary BPA levels: a single group clinical trial

BackgroundExposure to endocrine-disrupting chemicals (EDCs) occurs mainly through dietary intake. Due to current lifestyle trends, young people tend to consume fast food, to use disposable products, and to utilize convenient household items, all of which are major sources of EDCs. This study aimed to investigate the effects of a dietary modification intervention on menstrual pain and urinary bisphenol A (BPA) levels throughout three menstrual cycles in female college students who experienced severe menstrual pain. We also analyzed participants’ adherence to the intervention and examined whether their level of adherence was associated with differences in the effects of the intervention.MethodsA single-group pretest and repeated posttest experimental design was employed. Thirty female college students with a score of 5 or higher on a menstrual pain scale were recruited through convenience sampling. During three menstrual cycles, menstrual pain was scored on a 10-point scale after each cycle, and urinary BPA levels were measured from the first morning urine collected after each cycle. The intervention involved three components: small-group education, follow-up monitoring, and peer support via social network communication. Statistical analyses were conducted using Friedman one-way repeated-measure analysis of variance by ranks, non-parametric two-way analysis of variance, and the Wilcoxon signed-rank test as a post-hoc test.ResultsThe dietary modification intervention had significant effects on menstrual pain at all three time points of menstrual cycles (χ2 = 119.64, p = 0.000) and on urinary BPA levels until the 2nd menstrual cycle (χ2 = 205.42, p = 0.000). Slightly fewer than half (43.3%) of the participants were highly adherent. Menstrual pain differed according to adherence level (F = 4.67, p = 0.032) and decreased over time through the third cycle post-intervention (F = 18.30, p = 0.000). Urinary BPA levels also decreased significantly (F = 7.94, p = 0.000), but did not differ according to adherence level.ConclusionsThe dietary modification intervention was effective and sustainable for reducing menstrual pain and urinary BPA levels. Detailed information about EDCs and dietary experiences seemed to encourage the young women to become more concerned about EDCs and to perform self-protective actions. Further experimental research is suggested to examine the relationships of EDCs with various health indicators in women.Trial registration: KCT0005472 at 2020-9-24 retrospectively registered.

COMBINATION OF SGT (SMALL GROUP TEACHING) AND PAL (PEER ASSISTED LEARNING) APPROACH TO FACILITATE LEARNING AMONG MBBS STUDENTS FROM A PRIVATE UNIVERSITY IN MALAYSIA DURING PRE-CLINICAL YEARS

Didactic lecture promotes passive learning and fails to motivate students. Small group learning has been widely recommended as it helps to refine understanding of complex issues, to solve the problems, develop critical thinking and apply knowledge to new situations. PALS – a “peer assisted learning” mode where in students discuss in groups and learn from each other. They get motivated and set a platform, which encourages them to communicate and do problem solving. The present study was aimed to evaluate the effectiveness of small group teaching (SGT) and peer assisted learning (PAL) approach among pre clinical medical students. Small groups of students were selected for this study out of the big batch of students pursuing 2nd year MBBS program at AIMST University who were undergoing “respiratory system” block. At the end of lecture-based sessions, a few topics were selected for SGT- PAL session. Students were asked to complete the pretest questions on the selected topics and they were then explained the topics selected for this session. Students had SGT PAL on those selected topics. Then they completed the post test questions on the same topic. Responses obtained for the pre- test and post-test questions were analyzed using SPSS using paired t test and the perceptions on their own understanding using marginal homogeneity test, both showed a significant improvement. SGT and PAL approach helped students to improve understanding of important concepts and can be adopted more widely as an alternative to lectures.

PPE for your mind: a peer support initiative for health care workers.

PPE for your mind: a peer support initiative for health care workers.

Patterns and learner perception of online small group peer feedback in a college writing class using Google Docs

Patterns and learner perception of online small group peer feedback in a college writing class using Google Docs

Cooperative learning in physical education: a study of students’ learning journey over 24 lessons

ABSTRACT Background: Although a review of literature on Cooperative Learning (CL) in Physical Education (PE) has shown that CL can facilitate student learning in all legitimate learning domains for PE [Casey, A., and V. A. Goodyear. 2015. “Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature.” Quest 67 (1): 56–72. doi:10.1080/00336297.2014.984733], we need further knowledge about student learning which results from the sustained implementation of the model beyond the initial unit. Purpose: This paper draws on 24 lessons of CL over two academic years investigating students’ learning journey through (a) teachers’ perceptions on students’ learning journey through CL, and (b) students’ experiences of their learning journey through CL. Method: The study is part of a larger participatory action research project and follows students through four related six-week interventions in PE. The study draws on different data sources such as interviews, observation notes and the researcher’s reflective diary in order to acquire an in-depth understanding of students’ learning journey. Through first author’s close presence throughout the project, Lars was very familiar with the data. Hence, the analysis adopted an abductive approach [Alvesson, M., and K. Sköldberg. 2018 Reflexive Methodology: New Vistas for Qualitative Research. 3rd ed. Los Angeles, CA: Sage] in which the empirical data were examined with the aid of pre-established theoretical concepts. Findings: Three themes emerged from the analysis. The first, ‘shifting attitudes’ highlighted how students changed their attitudes towards CL from being reluctant to positive. The second, ‘the influence of having learning objectives’ shows that working systematically with learning objectives over time, helped students understand that physical education is, in fact, a subject for learning. The final theme, ‘social- and emotional learning’, identified aspects of students’ learning that eventually results in all students being capable of working alongside their peers to master academic tasks in physical education. Conclusion: After experiencing learning through CL as meaningful, many students developed a positive attitude towards CL and working with their peers in small groups. The paper shows that having learning objectives is something most students appreciate and value. Nevertheless, working with learning objectives must be undertaken systematically over time so that students understand that they are expected to learn in physical education. While other studies have suggested that it took a few weeks for students to work comfortably together [Casey, A., B. Dyson, and A. Campbell. 2009. “Action Research in Physical Education: Focusing Beyond Myself Through Cooperative Learning.” Educational Action Research 17 (3): 407–423. doi:10.1080/09650790903093508], students in this project required up to 17 lessons before they were able to function in their groups. At the same time, all students, with different motor, social, cognitive and affective challenges, can be capable of learning through CL. However, this did not happen by chance, and the teacher must carefully adapt the delivery of the CL model to meet the needs of all students.

An interprofessional cohort analysis of student interest in medical ethics education: a survey-based quantitative study

BackgroundThere is continued need for enhanced medical ethics education across the United States. In an effort to guide medical ethics education reform, we report the first interprofessional survey of a cohort of graduate medical, nursing and allied health professional students that examined perceived student need for more formalized medical ethics education and assessed preferences for teaching methods in a graduate level medical ethics curriculum.MethodsIn January 2018, following the successful implementation of a peer-led, grassroots medical ethics curriculum, student leaders under faculty guidance conducted a cross-sectional survey with 562 of 1357 responses received (41% overall response rate) among students enrolled in the School of Medicine, College of Nursing, Doctor of Physical Therapy and BS/(D) MD Professional Scholars programs at The Medical College of Georgia at Augusta University. An in person or web-based questionnaire was designed to measure perceived need for a more in-depth medical ethics curriculum.ResultsThe majority of respondents were female (333, 59.3%), white (326, 58.0%) and mid-20s in age (340, 60.5%). Almost half of respondents (47%) reported no prior medical ethics exposure or training in their previous educational experience, while 60% of students across all degree programs reported an interest in more medical ethics education and 92% noted that an understanding of medical ethics was important to their future career. Over a quarter of students (28%) were interested in pursuing graduate-level training in medical ethics, with case-based discussions, small group peer settings and ethics guest lectures being the most desired teaching methods.ConclusionsThe future physician, nursing and physical therapist workforce in our medical community demonstrated an unmet need and strong interest for more formal medical ethics education within their current coursework. Grassroots student-driven curricular development and leadership in medical ethics can positively impact medical education. Subsequent integration of interprofessional training in medical ethics may serve as a vital curricular approach to improving the training of ethically competent healthcare professionals and overcoming the current hierarchical clinical silos.

Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?

Learning anatomy and physiology at university can be challenging, as students need to understand both the language of the discipline and complex topics, such as system integration. Yet learning strategies are rarely taught at university, making it difficult for students to adopt new strategies, if their approach to learning has not been effective or efficient. This study evaluated the use of small-group peer discussion boards as an avenue for sharing learning strategies between students in a first-year anatomy and physiology course. The majority of students (91%) identified strategies from the discussion board worth trying before they completed the midsemester exam. The most frequently reported type of strategy was transforming records. By the end of semester, 76% of students had adopted at least one new strategy; however, these students performed significantly worse on the exam compared with students who did not adopt new strategies. The students who adopted new strategies learned about them from peers (33%), the discussion board (32%), or through self-discovery (32%). The majority of students (83%) found the discussion boards to be useful as a source of new learning strategies and for insight into how others learn. Although the discussion boards provided an avenue for students to learn about new strategies from each other, further guidance from instructors may be required to help students evaluate the effectiveness of these learning strategies.

Building financial management capacity for community ownership of development initiatives in rural Zambia.

SummaryBackgroundBuilding financial management capacity is increasingly important in low‐ and middle‐income countries to help communities take ownership of development activities. Yet, many community members lack financial knowledge and skills.MethodsWe designed and conducted financial management trainings for 83 members from 10 community groups in rural Zambia. We conducted pre‐training and post‐training tests and elicited participant feedback. We conducted 28 in‐depth interviews over 18 months and reviewed financial records to assess practical application of skills.ResultsThe training significantly improved knowledge of financial concepts, especially among participants with secondary education. Participants appreciated exercises to contextualize financial concepts within daily life and liked opportunities to learn from peers in small groups. Language barriers were a particular challenge. After trainings, sites successfully adhered to the principles of financial management, discussing the benefits they experienced from practicing accountability, transparency, and accurate recordkeeping.ConclusionFinancial management trainings need to be tailored to the background and education level of participants. Trainings should relate financial concepts to more tangible applications and provide time for active learning. On‐site mentorship should be considered for a considerable time. This training approach could be used in similar settings to improve community oversight of resources intended to strengthen developmental initiatives.

Emergent Leadership and Group Interaction in the Task‐Based Language Classroom

Learning language in the classroom often means interacting with peers in small groups. There is a growing body of empirical research highlighting the factors that have an impact on student interaction and an increasing focus on the social context. This article aims to broaden the focus of research by considering the influence of emergent leadership on group interaction and opportunities for language learning. Japanese university students in an oral English course were placed into random small groups, fixed for a semester. The researcher collected video observation data of student classroom interaction twice during the semester, during midterm and final group conversation tests. Students rated the leadership of group members, and interactions were analyzed by selecting individuals representing strong leadership, moderate leadership, and weak or no leadership. The researcher conducted a regression analysis to determine the relative influence of English proficiency, extraversion, and leadership on behavioral engagement. Language‐related episodes also were examined to determine cognitive engagement. Results show that leadership rather than proficiency or extraversion predicted participation in conversation, and cognitive engagement seemed to be negatively associated with strong leadership. The implications of emergent leadership for researchers and teachers are discussed.

The development of students' justifications for their positions regarding two theoretical models: Electron cloud or sodium chloride crystal—After engaging in different learning activities

AbstractThe purpose of this study was to explore high school students' ideas regarding two theoretical scientific models, either electron cloud or sodium chloride crystal, in the context of active learning in small groups. Conversations among peers regarding these models took place during two types of active learning activities: small‐group discussion and whole‐class debate. The study was conducted in four different high school classes, each of which was in a different school for girls in Oman. The study included 108 grade 10 female students. Two of the classes discussed the electron cloud and the other two classes discussed the sodium chloride model. Qualitative data included students' written responses to prompts, class worksheets, and field notes of student ideas in class debates. In each class, the teacher used a teaching sequence during which the participants expressed their justifications for their positions in writing regarding the particular model on five different occasions, as they progressed through three interactive small group learning activities. The participants' written responses were analyzed using a coding scheme comprising of eight different categories describing the participants' type of justifications regarding the theoretical scientific models: nonsense, approval, mental, experimental, appreciative, external, structural, and modeling. The findings indicated that participants' justifications for their positions regarding theoretical scientific models tended to change over time following each group learning activity. Participants focused their discussion more on external factors, such as the teacher, textbook, religion, and media, after discussions with peers in small groups. In contrast, later their attention focused more on the submicroscopic structural orientations of the model under study during and after engaging in a debating activity. The researchers reasoned that the nature of cognitive demands during each type of active learning activity might play a role in this regard. However, further research to advance the understanding of this phenomenon is needed.

Industry Peer Networks (IPNs)

Purpose This paper aims to examine a type of interorganizational learning called Industry Peer Networks (IPNs), in which a network of non-competing small businesses cooperates to improve their skills and to stay abreast of the industry trends, so that the firms remain competitive in the local and regional markets. The key characteristic of an IPN is the regular gathering of peers in small groups (typically 20 or fewer carefully selected members) in an atmosphere of significant trust, guided by a facilitator, to participate in a series of formal and informal activities through established guidelines, to share knowledge about management and marketing, exchange information about industry trends beyond their core markets, discuss issues related to company performance and provide constructive criticism about peer companies. Design/methodology/approach The qualitative research on the context included visits to 13 peer meetings, three workshops for peer members, seven semi-structured interviews with members and many communications with the founder, chairman, committee chairpersons and several facilitators of peer meetings that spanned across five years. Data collection and analysis followed grounded theory building techniques. Findings The authors identified both cooperative and competitive learning practices that a small business could carry out to grow from a novice to an expert IPN peer member. The cooperative elements such as peer discussions, disclosure of financial data and exposure to various business models allow member firms to learn vicariously through the successes and/or failure of their peers. At the same time, the competitive elements such as service delivery critiques, business performance benchmarking and firm ranking also prompt the members to focus on execution, to emphasize accountability and to strive for status in the network. The IPN in this research has also built network legitimacy over time, and it has sustained a viable administrative entity that has a recognizable form and structure, whose functions are to strategically manage network activities and network growth to attract like-minded new members. Research limitations/implications First, because this research focused on fleshing out the transformative practices engaged by IPN peers, it necessarily neglected other types of network relationships that affect the small businesses, including local competitors, vendors and customers. Second, the small employment size of these firms and the personal nature of network ties in the IPN may provide an especially fertile ground for network learning that might not exist for larger firms. Third, the technology-intensive and quality-sensitive nature of IT firms may make technological trend sensitization and operating efficiency more competitive advantages in this industry than in others. Finally, although participation in IPN is associated with higher level of perceived learning, the relationship between learning and business performance is not yet articulated empirically. Practical implications The study contributes to the understanding of cooperative/competitive transformative practices in the IPN by highlighting the defining features at each transformation stage, from firms being isolated entities which react to market forces to connected peers which proactively drive the markets. IPNs are most effective for business owners who are at their early growth stage, in which they are positioned to grow further. Nevertheless, the authors also present the paradoxical capacity of IPNs to propel firms along trajectories of empowerment or disengagement. Social implications As 78.5 per cent of the US firms are small businesses having fewer than 10 employees, the knowledge of firm and IPN transformation is important for both researchers and advocates of small businesses to understand the roots of success or failure of firms and the IPNs in which they are embedded. Originality/value Earlier research has not explored the network-level effects as part of a full array of outcomes. Instead, research involving IPNs has focused primarily on the motivation and immediate firm-level outcomes of IPNs. Research to this point has also failed to examine IPNs from a developmental perspective, how the firms and the IPN as a network transform over time.

Using social network analysis to understand online Problem-Based Learning and predict performance.

Social network analysis (SNA) may be of significant value in studying online collaborative learning. SNA can enhance our understanding of the collaborative process, predict the under-achievers by means of learning analytics, and uncover the role dynamics of learners and teachers alike. As such, it constitutes an obvious opportunity to improve learning, inform teachers and stakeholders. Besides, it can facilitate data-driven support services for students. This study included four courses at Qassim University. Online interaction data were collected and processed following a standard data mining technique. The SNA parameters relevant to knowledge sharing and construction were calculated on the individual and the group level. The analysis included quantitative network analysis and visualization, correlation tests as well as predictive and explanatory regression models. Our results showed a consistent moderate to strong positive correlation between performance, interaction parameters and students’ centrality measures across all the studied courses, regardless of the subject matter. In each of the studied courses, students with stronger ties to prominent peers (better social capital) in small interactive and cohesive groups tended to do better. The results of correlation tests were confirmed using regression tests, which were validated using a next year dataset. Using SNA indicators, we were able to classify students according to achievement with high accuracy (93.3%). This demonstrates the possibility of using interaction data to predict underachievers with reasonable reliability, which is an obvious opportunity for intervention and support.

Mentoring Across Differences.

Effective mentoring can contribute to wellness and career growth and satisfaction. However, the same social forces and interpersonal dynamics affecting all relationships can compromise mentoring relationships. This is especially true when there are issues that are compounded by structural disadvantage due to racism, gender bias, social class, and other discriminatory factors. The Mentoring Across Differences (MAD) sessions are a workshop designed to develop and nurture skills, tools, self-awareness, and mindful practice in mentors and mentees. The workshop encourages participants to gain confidence in navigating differences across a variety of domains. We designed interactive sessions for faculty as part of a nine-part training series on mentoring in an academic setting. Teaching methods drew from adult learning theory. We used cases distilled from real teaching and mentoring experiences to trigger discussion and activate emotion and intrinsic motivation. Participants' prior knowledge and experience were drawn on to cocreate knowledge through small-group peer learning. As part of a course, 167 participants completed the sessions; several hundred more people participated in them in faculty development venues. Participants highly rated the open discussions regarding differences and enhanced awareness of their assumptions, specifically highlighting knowledge and tools addressing bias in their roles as mentors and teachers. The MAD sessions function both as an important module in a comprehensive mentoring curriculum and as stand-alone sessions. They fill a critical need of faculty and training institutions to explore difference in order to foster diversity and inclusion.

The Improvement of Result Learning Mathematic Through Peer Teaching Method on The Factorization Algebra Material of The Students VIII-3 Class at SMP Negeri 5 Parepare

The research is a class action (Classroom Action Research). The aim of this research is to determine whether learning result can improve through learning mathematics Peer Teaching Method of factorization algebra material of students in class VIII3 at SMP Negeri 5 Parepare. The method of the researcher was Peer Teaching Method (a teaching method their peers in small groups). The subject of research is the students of VIII3 class at SMP Negeri 5 Parepare that is consisted of 18 students. The implementation of this research consisted of two cycles in each cycle consisting of four stages, such as: (a) planning stage, (b) action stage, (c), observation stage, (d) reflection stage. The collecting data analyzed by quantitative and qualitative analysis. The conclusion is the result of mathematic learning can improve through peer teaching method of the students VIII3 class at SMP NEGERI 5 PAREPARE.

Towards Inclusive, Participatory Peer Tutor Development in Higher Education

Peer tutoring has a long history in academic support spaces in universities, such as writing centres and supplemental instruction programmes. Small group peer tutoring has moved increasingly into ‘mainstream’ teaching and learning, and has become an academic necessity in these spaces. The nature of student-tutor engagements in these spaces is about sharing and co-constructing knowledge, and developing more independent student learners. Yet, tutor development and training tends to under-prepare peer tutors to create participatory, inclusive tutorial environments. This paper argues for tutor development itself to model participatory, inclusive and development practices, such that tutors learn from being part of the training process how to improve their practice. Drawing on qualitative data from a three-year project at a traditional, historically black South African university, this paper shows how such an approach yields benefits for tutors that include building knowledge about tutoring that overtly includes tutors’ existing knowledge and experiences. Ultimately, a more inclusive approach to tutor development has a strong likelihood of changing tutoring praxis, making tutorials more participatory, inclusive and shared spaces for learning.

Longitudinal Faculty Development Program to Promote Effective Observation and Feedback Skills in Direct Clinical Observation.

We developed a longitudinal faculty development program to maximize faculty training in direct clinical observation (DCO) and feedback, as there was a perceived need for higher quality of DCO and feedback. To achieve this, we created a behaviorally anchored DCO instrument and worked to improve faculty skills in this area. We describe an innovative model of faculty training that is learner centered and reinforces evidence-based principles of effective feedback that are introduced and then repeated in all sessions. The training centers on both peer-led observation of and feedback on faculty learners' recorded DCO feedback encounters, and is guided by our DCO instrument. Residents and faculty completed surveys to assess program impact. Qualitative responses were analyzed for themes. The Wilcoxon signed rank test was used to examine significance of difference in feedback quality before and after DCO faculty development education sessions. Our faculty development program has been well received and had a significant impact on quality of faculty feedback, as rated by resident learners. Our faculty development model is effective at growing faculty learners' DCO and feedback skills. Potential strengths of this program include the use of a behaviorally anchored DCO instrument, longitudinal and experiential faculty development, and use of small-group peer review of recorded faculty feedback encounters. We have found that when their learning needs are attended to, faculty learners cultivate a deep appreciation for principles of effective feedback. In fact, faculty feedback skills can be enhanced in the eyes of resident learners.

The use of a peer-mediated intervention for a pupil with autism spectrum disorder: Pupil, peer and staff perceptions

Aim:There is promising evidence for the use of Peer-Mediated Interventions (PMI) to facilitate pupil-peer relationships for pupils with autism spectrum disorder (ASD). This study aimed to evaluate an innovative PMI developed and delivered in collaboration with school staff for a Year 3 male pupil with ASD, and his typically developing peers.Method/Rationale:The intervention included whole class awareness raising sessions and small group peer network sessions. The mixed method evaluation measured the process and outcomes of the intervention. Data collection included interviews with the target pupil and school staff and a peer focus group to gain an understanding of participants’ experiences. Structured playground observations of pupil-peer interaction were also undertaken at three time points.Findings:Findings indicate that this small-scale PMI had a positive impact at the level of the target pupil and peers. An increase in appropriate initiations and responses by peers and the pupil were apparent. Increased peer acceptance and skills in interacting with the target pupil were reported by school staff. Staff and peers also reported positive changes in the target pupil’s social skills and enjoyment of working within a group.Limitations:Potential drawbacks included the ‘exclusive’ nature of the peer network group and wider school staff’s knowledge of the intervention. Generalisation of the skills learnt to outside the network sessions and transference of skills to pupils within the wider class were also limited.Conclusions:Key factors facilitating the implementation of this intervention within a school context were identified and future implications are discussed.

Cultivating Advanced Technical Writing Skills through a Graduate-Level Course on Writing Research Proposals

A graduate-level course focused on original research proposals is introduced to address the uneven preparation in technical writing of new chemistry graduate students. This course focuses on writing original research proposals. The general course structure features extensive group discussions, small-group activities, and regular in-class small-group peer review. Since the introduction of this course, it has been found by student surveys, faculty feedback, and student success in winning graduate fellowships that the course is a valuable graduate education component. Detailed here are the course structure, pedagogical approach, and course evaluation.

Becoming a Competent Psychotherapy Supervisor: How Do I Get There From Here?

Becoming a Competent Psychotherapy Supervisor: How Do I Get There From Here?