Positive Learning Environment Research Articles

Senior nursing students’ experiences in internal medicine clinics: a qualitative phenomenological study

Introduction and Aim: Internal medicine clinics are one type of clinic where nursing students do internship. The aim of this study was to gain a better understanding of the senior nursing students’ experiences in internal medicine clinics (IMCs). Methods: This study employed phenomenology, which is a qualitative research design. The study was conducted with 18 nursing students at the nursing department of a public university in Turkey. Three focus group interviews were held with six participants in each group. Data were collected using a demographic characteristics form, and a semi-structured questionnaire developed by the researchers. Results: Three themes evolved during data analysis: (1) description of an internal medicine clinic, (2) benefits of practicing in internal medicine clinics for their professional development, (3) difficulties in practicing in internal medicine clinics. Most students described IMCs as care-focused clinics for complex patients in need of care, especially elderly patients, with comorbidities and specific etiologies. Students stated that practicing in internal medicine clinics provided them with skills related to care practices and postgraduate professional competence. As for difficulty, students stated that they sometimes had difficulty collaborating with the health care team during care. Conclusions: A positive learning environment is important for the development of effective student performance skills, motivation for individual learning, and a successful professional socialization process. Academics should recognize the effect of clinical structure and healthcare professionals’ behavior on students and plan clinical interventions accordingly to make sure that students have positive clinical experiences.

Exploring the impact of songs on student cognitive and emotional development

This scholarly article investigates the impact of diverse songs on second language (L2) learning, emphasizing cognitive, kinesthetic, and emotional engagement. This research recognizes songs as literary expressions, specifically through the lens of lyrics as literary texts, and explores their historical and ongoing significance in L2 education. Beyond linguistic proficiency, the article delves into the broader implications of integrating songs into language education. Educators observe that incorporating music fosters a positive learning environment, contributing to increased motivation and engagement among learners. The discussion in this article addresses the gaps in the integration of literary texts, including songs, into language education. It criticizes the tendency of tertiary foreign language programs to overemphasize 'literature' at the expense of linguistic aspects and the opposite approach at the lower secondary level, which focuses on linguistic aspects while neglecting literary involvement. The results of this literature review highlight the need to recognize the profound impact that literary texts, including songs, have on individual learners, urging the incorporation of artistic elements into language teaching practices in a more comprehensive and balanced manner. This article emphasizes that literature, through stories and narratives, contributes to the emotional development of learners, fostering empathy and understanding of 'otherness.' This research advocates the balanced and thoughtful integration of literature in FL classrooms, recognizing its capacity to go beyond language instruction and contribute to broader education and individual growth.

Implementasi Project Based Learning (PjBL) Berdiferensiasi untuk Meningkatkan Self-responsibility Siswa Kelas IV A SDN Kutowinangun 01 Salatiga

The aim of this study was to increase IV-A students’ self-responsibility by implement differentiated Project Based Learning (PjBL) in SDN Kutowinangun 01 Salatiga. This research was Collaborative Classroom Action Research using research design such as planning, acting, observing, and reflecting. The subject were IV-A students in SDN Kutowinangun 01 Salatiga. The data collection technique used was documentation and observation. The instrument used was documentation of PjBL and a self-responsibility observation sheet. The data analysis in this research used quantitative data analysis of descriptive type and qualitative data. The result showed an increase in the average percentage of self-responsibility, which were pre-action obtained an average percentage of 72%, increasing to 81% in the first cycle and increasing to 87% in the second cycle. This proves that the implement diffrerentiated Project Based Learning (PjBL) can increase IV-A students’ self-responsibility in SDN Kutowinangun 01 Salatiga. Through this research, it’s hoped that teacher can increase students’ self-responsibility by considering learning models and students’ need to creat a positive and condusive learning environment, also formed interpersonal relationships.

Perception of Undergraduate Pharmacy Students on CBL Learning Environment

Introduction: An effective learning environment is important for proper academic and professional development of students. This can be assessed by exploring the students’ perception of the learning environment. This study aims to evaluate students’ learning responses and perceptions of their learning environment regarding case-based learning (CBL) implementation in the subject of pharmacology of second-year undergraduate pharmacy students. Methods: This is a descriptive cross-sectional study. The sample size is 120 second year students from the Pharmacy programme. The data was collected by using self- administered Dundee Ready Education Environment Measure (DREEM) inventory that consists of 50 items with 5 subscales of learning. Results: A total of 148 second-year pharmacy students participated in the survey and the response rate is 85%. The majority of participants were female and the overall mean DREEM score in this study is 137.29, which indicates more positive learning environment than negative. Three items were identified as areas of concern which were an overemphasis on factual learning (mean=1.64), tutors being perceived as authoritarian (mean=1.97) and the presence of a cheating problem in the course (mean=1.86). In this study, no statistically significant association was found between each subscale of the perceptions of the learning environment and cumulative grade point average (p>0.05). Conclusion: Pharmacy students at UiTM Puncak Alam generally hold predominantly positive perceptions. However, there are identified problem areas that require improvement, emphasizing the need for more effective interventions.

Kebijakan Full Day School di Sekolah Dasar: Problematika dan Solusinya

Thiis research explains the Full Day School (FDS) policy as a solution to take advantage of children's learning time that is neglected by the family. This study used descriptive qualitative method with samples of madrasah heads and class teachers at MI Al Ma'had An-Nur. Data was collected by unstructured interviews and analyzed with the miles and hubberman model. The results showed that FDS extended a child's learning time and helped shape a positive learning environment and more in-depth material. FDS supporting factors include foundation policies, qualified human resources, support from student guardians, and encouragement to form human beings. Inhibiting factors include energy, infrastructure, cost, and experience. The school tried to overcome this by raising awareness of education personel, seeking the support of the committee and parents, and forming a JAMU TERNAMA team.

The Influence of Principals’ Mentorship Practices on Students’ Retention in Public-Day Secondary Schools in Nakuru County-Kenya

The purpose of this study was to look into potential relationships or associations between various Principal mentoring practices in the mentorship scheme and student retention at a day secondary school in Nakuru County, Kenya. Low secondary school retention has long been an issue in much of the existing literature, and therefore complex, multifaceted, and poorly understood. The purpose of this research was to find out how principals' student mentorship practices affected student retention in Nakuru County public-day secondary schools. The study found a positive but insignificant relationship between principal mentoring practices and student retention rates in day public secondary schools (p > 05). Based on this finding, principals should strengthen mentorship practices in order to increase student retention and foster a positive learning environment for academic performance.

Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools

AbstractThe importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence‐based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School‐wide positive behavioural support (SW‐PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW‐PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting. Key Points Reducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK. Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs. School‐wide positive behaviour support (SW‐PBS) provides a useful framework to help special schools meet these expectations.

A42A palliative care skills study day is an effective way of meeting palliative care registrar curriculum Direct Observation of Procedural Skills (DOPs) requirements

The new Speciality Training curriculum for Palliative Medicine from August 2022 identifies key procedural skills that, for the first time, can be performed in a simulation (SIM) skills lab to demonstrate proficiency [1]. These include tracheostomy care, managing non-invasive ventilation (NIV) and the management of indwelling ascitic drains. These skills can be difficult to acquire in non-hospital settings like hospices and in the community. A bespoke, pilot palliative care skills day was organized to assess the suitability for theory, skills training and subsequent opportunity to demonstrate proficiency by sign off against curriculum competencies. A total of 11 palliative care trainees from the Northern Deanery attended a pilot SIM study day in March 2023. Three parallel workshops were planned – tracheostomy care, the insertion and management of ascitic drains and managing NIV. Each workshop was delivered by local experts in the area (non- palliative care professionals) with experience of teaching and training other professionals. assessing internal medicine trainees. Trainers were briefed on learning outcomes prior to the session by two palliative care consultants, and the clinical context of each session was set within relevant palliative care environments for e.g. the care of a patient in a hospice, in the community or in a hospital. Trainee confidence was assessed before and after SIM training with the use of 10-point Likert scales and free text comments. Overall self-reported trainee confidence and competence scores increased for all three workshops (Paracentesis 7 to 8.8 out of 10, NIV 4.5 to 8.6, tracheostomy care 3.8 to 8.9). All trainees agreed it was an effective and educational way of addressing curriculum objectives; and agreed it should be a rolling programme offered regionally. Trainees commented on the positive learning environment, the small group sizes, the benefit of being taught by experts and having the opportunity to be assessed for curriculum requirements. Trainees who had previously achieved competencies commented on the benefit of refreshing skills. One area for development identified was the lack of standardization on DOPs forms about the level of proficiency required. This will be fed back to the regional training committee for the future. Trainees identified further clinical skills that could be addressed in a skills lab and hence, a second skills day will be organized. SIM training is an effective tool for delivering training around procedural skills for palliative care registrars. It also brings opportunity to demonstrate proficiency in specific practical skills. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Teacher-Learner Interactions and Academic Self-Concept in Informal Settlement Primary Schools in Kenya

This study investigates the influence of teacher-learner interactions on pupils' academic self-concept in primary schools located in informal settlements in Kibra sub-county, Nairobi County, Kenya. The study employed a survey design. The target population comprised 138 head teachers, 203 teacher counsellors, and 9536 learners in Class VII, totaling 9877 respondents, from which a sample of 385 respondents was determined using Yamane’s formula. Stratified sampling was used to create seven (7) different strata based on the zones, according to the Independent Electoral and Boundaries Commission of 2012. From each zone, five (5) schools, one (1) head teacher, and one (1) teacher-counsellor were selected using purposive sampling. However, from each sampled school, nine (9) learners in Class VII were selected using a simple random method to avoid bias and favouritism. This sampling procedure involved a sample of 35 head teachers, 35 teacher-counsellors, and 315 learners in Class VII. Questionnaires were used to collect data from learners in Class VII, as were interview guides for head teachers and teacher-counsellors. Piloting was conducted among 38 respondents from primary schools in informal settlements in Kibra sub-county to establish validity and reliability. The opinions of educational psychology professionals were used to confirm the study's validity. The split-half method was used to calculate reliability, and the reliability coefficient (r = 0.728; p<0.05) at the 0.05 level of significance revealed a high degree of internal dependability. The goals guided the theme analysis of qualitative data, which was then presented in narrative style. Statistical Packages for the Social Sciences (SPSS 23) was used to do a descriptive analysis of the quantitative data (frequency counts, mean, and percentages) and an inferential analysis in order to evaluate the hypotheses, and the results were shown in frequency tables and bar graphs. The results revealed that teacher support, supervision, encouragement, and individualised teaching strategies play a crucial role in shaping pupils' perceptions of their academic abilities. The findings emphasise the significance of these interactions in fostering a positive learning environment and improving academic self-concept. It is concluded that effective teacher-learner interactions can positively impact students' self-perception and motivation to excel academically. Recommendations include promoting training for teachers to enhance their interactions with students, thereby contributing to improved academic self-concept in primary school settings.

Pelatihan Keterampilan Dasar Mengajar Bagi Guru Tugas Pondok Pesantren Syekh Abdurrahman Rabah

The problem faced by Sheikh Abdurrahman Rabah Islamic Boarding School is that there is a lack or limitation in the teaching skills of the task teachers. They have strong religious knowledge, but lack knowledge or experience in effective teaching methods. This can affect the quality of learning in the pesantren and the teachers' ability to deliver material clearly and interestingly. Training on basic teaching skills can help teachers deliver the material more effectively, manage the class well, and improve interaction with the students. The stages of implementing this service activity include: identifying the specific needs of prospective task teachers by conducting surveys or interviews with prospective task teachers to understand their needs in developing teaching skills, creating a training program framework for effective teaching methods, classroom management, use of educational technology, and learning evaluation, preparing a training schedule and arranging the necessary venues and facilities, providing training materials, including materials, tasks, and other supporting resources, carrying out training activities in the form of materials and practices of effective teaching methods, classroom management, use of educational technology, and learning evaluation, and carrying out evaluation of training activities. The results of the implementation of this service activity are: understanding and accuracy in selecting and applying methods that can be applied to schools in the pesantren environment, participants understand and apply how to manage the classroom by improving classroom discipline, increasing time efficiency, creating a positive learning environment, increasing student involvement, improving communication skills, improving student achievement, and managing student diversity, participants are able to independently and skillfully create learning media by utilizing AI. Participants are able to create PPT easily using AI, participants are able to provide feedback to students, identify areas that need improvement during the learning process, and measure students' final achievement on a topic or learning period. In addition, participants were able to practice conducting mini exams, class discussions, oral questions, daily assignments, midterms, and final exams.

Improving Students’ Speaking Ability through Morning English Program Extracurricular Activities in Indonesia

This study aim was to describe the activities of the Morning English Program (MEP) and their impact on improving students’ speaking skills. This study used a qualitative descriptive research method. To collect the data, the researchers of the administered questionnaire were divided into two groups: an English teacher in Indonesia at SMK Bhakti Mulia Pare and 44 of 1the 11th grade students who became members of the MEP. Then, the researcher interviewed five students and one teacher to expand the information received. Data analysis carried out was collecting data, displaying data, and drawing conclusions. The reliability of the study data was checked through data triangulation. The results of1this study identified the MEP activities consisted of speaking, reading aloud, telling stories and group discussions. Following the implementation of these activities, students' speaking skills which include grammatical accuracy, pronunciation skills, vocabulary mastery, fluency, and the ability to organize concepts while speaking. In addition, students experienced lower anxiety and increased interest in learning English. This positive impact enhances the teacher's role in using appropriate teaching methods and creating a positive learning environment. Conclusion. Henceforth, this study illustrates the importance of planning before implementing an English program and adopting similar activities to improve students' speaking skills.

A Review Study of Inclusive Education

This study focuses on inclusive education and special needs groups. Inclusive education ensures equal opportunities for learning and access to education for all students, including those with disabilities. Special needs refer to disabilities that require specialized services or accommodations. Inclusive education practices involve instruction and support in a grade-level classroom with same-aged peers, specialized classrooms or settings, and inclusive teaching strategies. The benefits of inclusive education need to extend to all students, including gifted and general students. Still, there are also challenges, such as inadequate infrastructure and facilities, the need for additional resources and training for teachers, and the difficulty of providing individualized learning programs.Additionally, there may be issues with bullying and the need for cooperation from various stakeholders. Inclusive education is crucial for instilling healthy thoughts and tolerance in children and creating a less prejudiced world. The importance of inclusive education for childrens growth psychology is highlighted, along with its benefits and challenges in implementation. Suggestions are provided to create a positive learning environment and improve student and teacher relationships to reduce stress and anxiety.

Pelatihan Penggunaan media Loose Part Sebagai Implementasi Merdeka Belajar Pada Satuan Pendidikan Anak Usia Dini

Early childhood education teachers play a vital role in the development and education of young children. They have broad and varied responsibilities in creating positive learning environments and facilitating children's holistic development. Early childhood education teachers are key facilitators in children's learning process. They create learning experiences that are engaging, stimulating and appropriate to children's needs and interests. Teachers help children to explore, think critically and build an understanding of the world around them. This service has the aim of increasing teachers' understanding related to an in-depth understanding of the loose parts method. This service method consists of lecture, discussion, demonstration, hands-on practice and question and answer methods. The importance of the results of this service is to develop innovative teaching skills, increase cognitive stimulation and creativity, improve the use of environmental resources, collaboration and exchange of experiences. The results of this service are divided into two sessions. Session 1 is the lack of facilities and facilities and the lack of awareness and interest of local communities in the importance of early childhood education and the lack of interest in becoming early childhood educators. In session 2, there is a need for follow-up such as training, workshops and materials related to the theme of Loose Part media for early childhood. Through community service, teachers in the Loose Part media method in early childhood, teachers can improve their competence in dealing with today's educational demands, create innovative and child-centered learning experiences, and facilitate the holistic development of children in early childhood.

The interplay between self-regulation, learning flow, academic stress and learning engagement as predictors for academic performance in a blended learning environment: A cross-sectional survey

AimTo examine the correlations between self-regulation, learning flow, academic stress and learning engagement as predicting variables for academic achievement in a blended learning environment in Namibia. DesignCross-sectional survey. MethodsData were collected from 166 randomly selected undergraduate nursing students through an online survey between January and February 2023, and were analysed using IBM SPSS AMOS version 28.0. The data were explored through factor, parallel and confirmatory factor analyses. The relationship between the study factors and the total score of the scale was analysed using the Pearson correlation coefficient. ResultsThe results indicate that the two factors identified in the factor analysis are consistent with the theoretical proposition in this research. Factor 1 comprises items C1 to C24, which pertain to self-regulation (SR), while factor 2 consists of items D1 to D9, which relate to learning flow (LR). The findings demonstrate that self-regulation significantly predicts both flow and stress, as well as learning engagement. Additionally, there is a significant relationship between stress and self-regulated learning, as well as between stress and learning flow (r = 0.23–0.26; p= < .05). However, none of the study constructs were found to predict academic achievement. ConclusionAlthough self-regulation significantly predicted flow, stress and learning engagement, a non-significant association exists between all the study constructs and academic achievement. The results of this study have significant implications for improving the development of a positive learning environment that fosters active student engagement. Future studies should investigate correlation by conducting large-scale studies. ImpactThis study makes a valuable contribution to the current body of literature concerning academic achievement within the context of undergraduate nursing education. The insignificant relationship between the study variables and academic achievement indicate that these elements are not of considerable significance in enhancing educational achievements in blended learning surroundings in Namibia. Patient or public contributionOne hundred and sixty-six undergraduate nursing students participated in the survey. The data collected were analysed and interpreted by a skilled statistician.

Factors affecting residents’ internal motivation, grit, and well-being

BackgroundResidents completing competency-based medical education for postgraduate training face many challenging situations that may compromise their well-being or result in exhaustion or burnout. Factors described in self-determination theory and grit are important for residents’ achievement of learning outcomes and well-being. This study explored the relationships among internal motivation, grit, well-being, and related factors among non-Western Asian residents.MethodsWe conducted an explanatory sequential mixed-methods survey-based study to explore correlations among satisfaction with basic psychological needs, grit, and well-being from September to November 2021 among residents at Ramathibodi Hospital, Mahidol University, Thailand. Data were collected with the Basic Psychological Needs Scale, Short Grit Scale, and World Health Organization-Five Well-Being Index. Next, participants with the highest and lowest scores for each scale were purposively invited to participate in semi-structured interviews. Interview data underwent thematic analysis and data collection continued until saturation was reached.ResultsIn total, 245 residents (51% major ward, 65% female) completed the survey. There were strong associations between internal motivation, grit, and well-being (r = 0.46–0.90). Female residents had higher autonomy and relatedness scores than males (p = 0.04 and p = 0.01, respectively), and residents with less family responsibility had higher relatedness scores than other residents (p = 0.01). Residents who got more sleep had higher autonomy, relatedness, and well-being scores than those that slept less (p < 0.05). Residents who exercised > 5 times/week had higher well-being scores than other residents (p < 0.01). Thirty residents completed interviews. The thematic analysis revealed internal motivation, grit, and well-being were promoted by a supportive learning environment, a well-designed curriculum, actions and personalities of faculty members, and good personal factors.ConclusionInternal motivation is significantly correlated with residents’ grit, well-being, gender, family burdens, exercise, and sleep hours. Priority should be given to promoting internal motivation, grit, and well-being among residents by enhancing a positive learning environment, creating well-designed curricula, fostering good characteristics and actions among faculty members, and supporting residents’ personal lives.

Innovative professional development for teachers of technology in New Zealand: The Mātanga Project

The Mātanga (Māori term for expert) project aimed to engage teachers with needs-based professional development with a particular focus on the teacher participants’ perspectives of their developing understandings. This article also explores the subsequent impact on teachers’ students as a result of their engagement with professional learning and development (PLD) in New Zealand. The PLD programme, funded by the Ministry of Education’s Network of Expertise Initiative and delivered by Technology Education New Zealand (TENZ), was designed to foster teachers’ engagement with the technology education curriculum. It also aimed to develop teachers’ specialist identity by focusing on notions of technological and technical thinking, by matching teachers with Mātanga experts. Research findings indicate that teacher professional development was significant. Participants developed a deeper understanding of the benefits of authentic technological practice, as well as the technology curriculum. Some participants also obtained a deeper understanding of the nature of responsive pedagogies, and the role of reflection in professional practice. The programme motivated technology teachers, which translated into a more positive learning environment for their students. Feedback was also sought on the Mātanga Project’s professional development model. Participants identified a number of key benefits gained through their participation. Specialist participants gained an appreciation for the theoretical and historical perspectives of technology, while generalist participants valued their increased curriculum knowledge. Participants found the year-long approach beneficial, particularly because they had access to experts in their area of technology. Participants also identified some limitations for the first iteration of the PLD and suggested improvements for the future.

Integration of Culturally-Responsive Teaching in English Learning

This article explores the integration of culture-responsive teaching in English learning within the context of the new paradigm in education. As education systems become increasingly diverse and multicultural, there is a growing recognition of the importance of incorporating students' cultural backgrounds and experiences into the learning process. The new paradigm in education emphasizes a student-centered approach, where the focus is on promoting inclusivity, equity, and cultural competence in the classroom. Through a qualitative research design, this study examines the implementation of culture-responsive teaching in English language classrooms in a secondary school setting. Data were collected through classroom observations and interviews with teachers. The research aimed to understand how culture-responsive teaching practices are incorporated into English language instruction and the impact on student engagement and language proficiency. The findings indicate that the integration of culture-responsive teaching in English learning enhances student motivation and fosters a positive learning environment. By incorporating culturally relevant content and instructional strategies, teachers can create meaningful connections between students' cultural backgrounds and the language they are learning. This approach promotes a deeper understanding of language concepts and fosters a sense of belonging among students from diverse cultural backgrounds.

Revisiting the Definition of Bullying in the Context of Higher Education

AbstractThis study used a qualitative method to verify the interpersonal interactions that students consider to constitute bullying in higher education. The data came from 58 semi-structured interviews with students and administrators from two public universities in Ghana and one in Norway to show how national differences influence bullying. The broad range of behaviours identified highlighted themes like “inconveniencing”, “exclusion”, “intimidation”, “shaming”, “booing, gossiping, and teasing”, “sexual harassment and unwanted touching, fondling, and kissing”, and “ignoring or facing hostile reactions”. The study found that behaviours students identified as bullying are subtler and are intertwined with everyday interpersonal encounters, making identifying, reporting, and redressing them elusive. Students identified their limited awareness of anti-bullying structures, insufficient deterrence due to a lack of transparency in rule implementation, and noncommitment by authorities as favouring bullying. The study suggests the use of communication about behaviour expectations and a commitment to creating consciousness against bullying to ensure a positive psychosocial learning environment.

Exploring a hybrid online and offline English teaching model based on model hierarchy analysis

Abstract This article examines a hybrid online and offline teaching strategy for English that is based on the “Internet+” environment in order to create a positive learning environment for the language. First off, the essay supports the reform of the English teaching model and explains the relevance of the new online and offline hybrid teaching model for English based on the idea of “Internet+.” The secondary indicators and weights of the quality evaluation are derived to assess the online and offline hybrid English teaching modes, and the quality evaluation system for the hybrid English teaching mode is built based on AHP and fuzzy evaluation. Finally, through the evaluation of competency and final assessment, the student’s attendance rate increased by about 5%, and the overall final grade increased by 8%. Compared to the prior semester, there were 8 more students who received outstanding marks, and there were 4 fewer who received poor grades. In terms of teaching ability, the students were very satisfied with over 60%, and the overall satisfaction level was over 99%. Students’ English learning ability also improved at a high level, with more than 55% of teachers being very satisfied. It proves that blended teaching can improve English teaching ability and stimulate students’ interest in learning.

Peer-to-peer clinical teaching by medical students in the formal curriculum

Introduction: Medical students have long provided informal, structured academic support for their peers in parallel with the institution’s formal curriculum, demonstrating a high degree of motivation and engagement for peer teaching. This qualitative descriptive study aimed to examine the perspectives of participants in a pilot peer teaching programme on the effectiveness and feasibility of adapting existing student-initiated peer bedside teaching into formal bedside teaching. Methods: Study participants were senior medical students who were already providing self-initiated peer-led bedside clinical teaching, clinicians who co-taught bedside clinical skills teaching sessions with the peer teachers and junior students allocated to the bedside teaching sessions led by peer teachers. Qualitative data were gathered via evaluation form, peer teacher and clinician interviews, as well as the observational field notes made by the research assistant who attended the teaching sessions as an independent observer. Additionally, a single Likert-scale question on the evaluation form was used to rate teaching effectiveness. Results: All three peer teachers, three clinicians and 12 students completed the interviews and/or questionnaires. The main themes identified were teaching effectiveness, teaching competency and feasibility. Teaching effectiveness related to the creation of a positive learning environment and a tailored approach. Teaching competency reflected confidence or doubts about peer-teaching, and feasibility subthemes comprised barriers and facilitators. Conclusion: Students perceived peer teaching effectiveness to be comparable to clinicians’ teaching. Clinical peer teaching in the formal curriculum may be most feasible in a hybrid curriculum that includes both peer teaching and clinician-led teaching with structured training and coordinated timetabling. Keywords: Peer Teaching, Undergraduate Medical Education, Bedside Teaching, Medical Students