Small Group Peer Research Articles

Attitudes and Confidence in Communication Skills of Fourth-Year Medical Students After Online Small Group Discussion and Peer Role-Play: A Survey Study.

This study investigated the impact of online small group discussions and peer role-play on medical students' attitudes toward and confidence in communication skills. The study involved a 3-hour instructional design that integrated small group discussions and role-plays to enhance the communication abilities of fourth-year medical students. The data were obtained from students through a post-activity online survey. Likert scale responses were quantified as percentages. Students' narrative feedback on their learning achievements was subjected to content analysis. Codes and categories were agreed upon by investigators and reviewed by an external auditor. A total of 151 medical students responded to the survey, representing a 47.94% response rate. The majority strongly agreed that good communication skills help physicians obtain reliable information (94.00%) and that practicing questioning skills is essential (92.1%). Content analysis revealed that nearly half (48.34%) considered that the learning activities fostered positive attitudes toward communication. These attitudinal improvements included increased empathy and emotional care (37.75%), recognition of communication as a trainable skill (10.57%), and recognition of the necessity of communication skills for physicians (8.61%). Additionally, most students (75.5%) reported increased confidence in their communication skills. In alignment with transformative learning theory, online small group discussions combined with peer role-play may potentially enhance the attitudes and confidence of medical students in relation to communication skills.

The Impact of Small-Group Peer Learning on High School Students’ Social-Cognitive Outcomes

This research aims to investigate the effect of small-group peer learning (SGPL) on 10th-grade students’ social cognitive outcomes (SCO). Seventy-two students who were selected as samples attended the chemistry subject for five weeks in a public high school in Jakarta, Indonesia. In a quasi-experimental design, two intact classes were recruited and randomly assigned as the experimental and control groups by flipping a coin. Students’ SCO was obtained from the Social Cognitive Outcomes Questionnaire (SCOQ). The SCOQ consisted of 3 constructs: self-efficacy (8 items), self-regulation (10 items), and avoidance of unrelated memorizing (3 items). The obtained data was analyzed using an independent sample t-test and paired sample t-test. The result of the t-test revealed that SGPL has positive effects on students’ SCO. It can be concluded that there is a positive effect of SGPL on students’ SCO. In other words, SGPL is effective in developing students’ social cognitive outcomes. Based on this finding, teachers are recommended to use the SGPL method in order to promote students’ SCO.

Intercontinental translatability of a peer-led GP education model from New Zealand to the UK: a pilot study.

Pegasus Small Group education for GPs is a professional development programme that has been delivered in Canterbury, New Zealand for over 30 years. Peer-developed content is delivered in small groups supporting interactive discussions informed by evidence and locally relevant data. An international collaboration between South Tyneside Clinical Commissioning Group in the UK and Pegasus Health in Canterbury, New Zealand aimed to determine whether the Canterbury model of Small Group professional development for GPs was transferrable to the South Tyneside context. This was a pilot qualitative study testing proof of concept for the Pegasus Small Group GP education model of professional development in another country. To test the concept, three pilot sessions on persistent pain, screening, and optimising treatment were delivered between November 2021 and March 2022. Four UK GPs were trained as Small Group leaders, and a member of the Pegasus team liaised with various UK GPs in South Tyneside to adapt topics for the local context. The use of videoconferencing (Microsoft Teams and Zoom) to deliver support, training, and the programme itself had been developed and refined during the COVID-19 pandemic, so that it could be run entirely online without losing its core components or interactive nature. Of the 68 registered GPs, 31, 50, and 61 GPs attended the three sessions, respectively, 90% of whom rated the overall quality as good or excellent. These results and other positive feedback from attendees provided a mandate for a further extension of the programme over the following months. The pilot proved the potential for health systems to collaborate globally despite geographical distance. A wider evaluation to assess the impact of the education initiative is needed to determine the impact on patient care and to demonstrate the benefits of supporting the small group peer education model.

Small Group Conversations in a POGIL-Based Class: How English Learners Engage in a Joint Knowledge Construction Process to Reach a Shared Understanding.

Collaboration is an aspect of engagement that focuses on learning through group work and having discussions with other learners. Active learning approaches are a way to foster collaborative engagement because they provide more opportunities for interaction among learners. Process Oriented Guided Inquiry Learning (POGIL), a socially mediated active learning approach, uses verbalizing and discussing ideas with peers in small groups to reach a shared understanding. Due to the growing number of immigrants in the United States, the number of English Learners (ELs) in American classrooms has been increasing rapidly. ELs encounter challenges such as unfamiliarity with American science class norms and expectations, feelings of not being valued and socially accepted, and instructors' lower expectations of them. These challenges can impact this group of students' learning and achievements. Previous studies have discussed that learning chemistry can be more challenging for EL students due to the critical role of language in learning. We argue that ELs use discourse moves differently compared to non-ELs in a POGIL-based class in terms of engaging in conversations that can lead to a shared understanding at the group level through a joint knowledge construction process. Our findings indicated that, in our sample, ELs were less likely to engage in discursive moves than non-ELs. This difference may result in missed opportunities for a shared understanding and joint knowledge construction. In addition to differences between EL and non-EL students in our samples, we also found differences between EL students who attended K-12 schools in the United States compared to international EL students. Implications for future studies of these possibly distinct EL populations are considered.

Learning Gap Assessment in Integrated Mathematics 9

The pandemic has profoundly impacted education, posing unprecedented challenges that demand immediate attention. Thus, this study was conducted to identify intervention activities that may be introduced on the learning gaps in Integrated Mathematics 9 for the First Quarter of the School Year 2022-2023. A quantitative quasi-experimental research using a pretest-posttest design was employed in this study and conducted on the 31 Grade 9 students of St. Paul University Surigao during the First Quarter of the School Year 2022-2023. A validated test was used to conduct the pretest and posttest to assess the learning gaps in Mathematics 9. Frequency, percentage distribution, and paired t-test were used in analyzing the data gathered. This study found that there are least-mastered competencies in the First Quarter of Mathematics 9. In addition, there is a significant difference in the pre-and posttest performance of the learners, especially after giving intervention activities such as drill, practice exercises, tutoring sessions, or small group instruction, peer tutoring and collaborative learning, expanded opportunity, explicit and technology-assisted instruction. Thus, the intervention improved learner performance and addressed least-mastered competencies. It is recommended for mathematics teachers to design further intervention materials targeting other least-learned competencies.

Do equity, diversity and inclusion (EDI) requirements change student political attitudes?

ABSTRACT Over the past few years, equity-diversity-inclusion (EDI) requirements have proliferated in higher learning institutions. What impact have they had on students? This paper leverages a unique opportunity to evaluate the effect of an EDI requirement at a large public university: taught by the same instructor over the course of four quarters in three years, the course administered short anonymous surveys to students at the beginning and at the end of each term. These surveys measured student political attitudes such as preferences toward refugee admissions and affirmative action. Repeated surveys and repeated quarters allow us to evaluate changes in student attitudes during each quarter and averaged over three years. Results indicate an increase in inclusionary attitudes driven largely by students at the lowest baseline levels. Further analyses allow us to rule out social desirability bias, and suggest one possible mechanism: participation in small-group peer discussions.

Facilitated Study Groups for Undergraduate Organic Chemistry: Experience from a Large Public Canadian University

Undergraduate organic chemistry courses have a reputation for being difficult among students in biological and physical sciences programs. Due to the extensive problem-solving, visualization, and depiction of chemical structures/reactions required, students may perceive learning such content as similar to learning a new language. Several interventions such as course-integrated tutorials or discussion sessions have aimed to assist students. Another effective approach that chemistry educators might consider is Supplemental Instruction (SI), a well-established program that emphasizes student-driven learning whereby student SI leaders facilitate discussions to help students arrive at solutions while also developing effective communication and study skills. A type of SI, Facilitated Study Groups (FSG), established by the Centre for Teaching and Learning at the University of Toronto Scarborough (UTSC) in 2009, were introduced regularly into organic chemistry courses in 2012. This program provides semester-long optional small-group peer learning sessions, each of which corresponds to a course lecture. The aim of this paper is to provide comprehensive coverage detailing the structure of the organic chemistry FSG program, peer facilitation strategies employed, quantitative/qualitative synthesis of student outcomes indicating program uptake. We consistently find significantly higher grades and significantly lower attrition rates for students who regularly attend FSG sessions in comparison to those who do not (n=16 semesters). Given the growing diversity of undergraduate classes in terms of approaches to learning, language, and cultural barriers (international students, English second-language learners, learning and psychosocial disabilities), our FSG sessions seek to foster inclusion amongst our heterogeneous pool of attendees. Here, we describe strategies that tailored FSG sessions to a diverse group of undergraduate students as suggested by a sizable percentage of the class availing themselves of this resource and by a narrative synthesis of end-of-term surveys. Together, we demonstrate successful adoption of an SI-based model for organic chemistry and present a practical framework that includes pedagogically informed session strategies and cost estimates to guide design of similar programs for post-secondary students at other institutions.

Illustrating linguistic dexterity in “English mostly” spaces: how translanguaging can support academic writing in secondary ELA classrooms

PurposeLittle research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes. This study about a group of multilingual girls in an ELA class led by a monolingual white teacher aims to show how, when a teacher makes space for translanguaging practices in ELA, multilingual students disrupt norms of English only.Design/methodology/approachThe authors use reconstructive discourse analysis to understand translanguaging across a variety of linguistic productions for a group of four focal students. Data sources include fieldnotes from 29 classroom observations, writing samples and process documents and 8.5 h of recorded classroom discourse.FindingsStudents used multilingualism across a variety of discourse modes, frequently in spoken language and rarely in written work. Translanguaging was most present in small-group peer talk structures, where students did relationship building, generated ideas for writing and managed their writing agendas, including feelings about writing. In addition, Spanish served as “elevated vocabulary” in writing. Across discourse modes, translanguaging served to develop academic proficiency in writing.Originality/valueThe authors proposed a more expansive approach to data analysis in English-mostly cases – i.e. environments shaped by multilingual students in monolingual school contexts – to argue for anti-deficit approaches to literacy development for multilingual students. Analyzing classroom talk alongside literacy allows for a more nuanced understanding of translanguaging practices in academic writing. They also show how even monolingual teachers can disrupt monolingual hegemony in ELA classrooms with high populations of multilingual students.

Exploring language styles of teacher and students' verbal interaction

This research aims to find out the teacher in the classroom uses the verbal interaction between students and teacher, and language styles. The research was conducted at one of the Islamic Boarding High Schools in Maros regency, South Sulawesi, Indonesia. This research used a descriptive qualitative method, and the data was collected using observation and interviews of the teaching and process in the classroom. The results of this study demonstrated that verbal interaction and language style in a classroom are functioning effectively because the instructor can manage the situation and make the situation function properly by asking largely students for feedback. Nine types were explained in the findings: intrapersonal interaction, intrapersonal interaction, small group interaction, public interaction, formal style, informal style, group project, peer instruction, and discussion or debates. Based on the result above, it could be concluded that the verbal interaction between students and teacher and language styles in the classroom was running well.

Teaching Health Equity in the Time of COVID-19: a Virtual Look Through the Lens of Structural Racism.

IntroductionIn the context of marked health disparities affecting historically marginalized communities, medical schools have an obligation to rapidly scale up COVID-19 education through the lens of structural racism.AimTo develop and implement a virtual curriculum on structural racism in a required COVID-19 course for medical students using “just-in-time” training.SettingAcademic medical institution during the height of COVID-19 in the spring of 2020.ParticipantsThree hundred ninety-three 3rd and 4th-year medical students prior to re-entry into clinical care.Program DescriptionThree educational sessions focused on (1) racial health disparities, (2) othering and pandemics, and (3) frameworks to address health inequity. The virtual teaching methods included narrated recorded presentations, reflections, and student-facilitated small group dialogue.Program EvaluationIn matched pre- and post-surveys, participants reported significant changes in their confidence in achieving the learning objectives and high satisfaction with small group peer facilitation.DiscussionThe use of “just-in-time” training exploring the intersection between COVID-19 and structural racism facilitated the delivery of time-relevant and immediately clinically applicable content as students were preparing to re-enter a transformed clinical space. Similar approaches can be employed to adapt to changing healthcare landscapes as academic medical centers strive to build more equitable health systems.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11606-022-07516-2.

How peer review groups support learning and wellbeing in psychiatrists.

To explore the self-reported value of Peer Review Groups (PRGs) by Australian psychiatrists, focussing on learning and wellbeing. A cross-sectional mixed-methods online survey of psychiatrists registered with the NSW Branch Royal Australian and New Zealand College of Psychiatrists (RANZCP) who had attended a PRG in the previous 12 months. Respondents described PRG participation as supportive to their learning and to their professional wellbeing by sharing professional experiences, emotional support for the inherent stresses of practice, the provision of a space for debriefing and the amelioration of professional isolation. Difficulties or challenges in group functioning were reported rarely and included new group member selection and limitations to individual support provided by the group. The PRG form of Continuing Professional Development (CPD) is unique, popular and highly valued by psychiatrists. In addition to supporting learning, PRGs provide a collegial space for processing of emotional aspects of practice that in turn supports wellbeing. Other healthcare professionals might benefit from similar self-directed, self-selected small group peer contact for CPD.

The Impact of Leadership and Targeted Interventions to Close the Achievement Gap of Disadvantaged Pupils: A Case Study

<p style="text-align:justify">This research explores the impact of effective leadership and targeted interventions in closing the achievement gap of disadvantaged pupils in primary schools. Findings suggest that the case study schools use effective school leaders and a range of targeted interventions including early intervention, small group additional teaching, one-to-one tuition, peer tutoring, parental involvement, booster class, mastery learning, pastoral care, and enrichment programmes. Each of the above success factors and intervention strategies was explored in detail in the paper. The overall conclusions of this study are that the case study schools have closed the achievement gap between disadvantaged pupils and their peers through providing effective school leaders and the use of a range of effective intervention strategies. We would suggest that the case study schools’ stories of how they have closed the achievement gap through providing strong school leaders and the use of targeted interventions are of local and national significance. Our research also suggests the possibilities for further research. The recommendations from the study are that there is a need to replicate and expand this research with a larger sample of the study, in order to explore in detail what works in schools.</p>

Out-of-Facility Multimonth Dispensing of Antiretroviral Treatment: A Pooled Analysis Using Individual Patient Data From Cluster-Randomized Trials in Southern Africa.

Out-of-facility multi-month dispensing (MMD) is a differentiated service delivery model which provides antiretroviral treatment (ART) at intervals of up to 6 monthly in the community. Limited randomized evidence investigating out-of-facility MMD is available. We evaluated participant outcomes and compared out-of-facility MMD models using data from cluster-randomized trials in Southern Africa. Eight districts in Zimbabwe and Lesotho. Individual-level participant data from 2 cluster-randomized trials that included stable adults receiving ART at 60 facilities were pooled. Both trials had 3 arms: ART collected 3-monthly at healthcare facilities (3MF, control); ART provided three-monthly in community ART groups (CAGs) (3MC); and ART provided 6-monthly in either CAGs or on an individual provider-patient basis (6MC). Participant retention, viral suppression and incidence of unscheduled facility visits were compared. Ten thousand one hundred thirty-six participants were included, 3817 (37.7%), 2893 (28.5%) and 3426 (33.8%) in arms 3MF, 3MC and 6MC, respectively. After 12 months, retention was non-inferior for 3MC (95.7%) vs. 3MF (95.0%) {adjusted risk difference (aRD) = 0.3 [95% confidence interval (CI): -0.8 to 1.4]}; and 6MC (95.1%) vs. 3MF [aRD = -0.2 (95% CI: -1.4 to 1.0)]. Retention was greater amongst intervention arm participants in CAGs versus 6MC participants not in CAGs, aRD = 1.5% (95% CI: 0.2% to 2.9%). Viral suppression was excellent (≥98%) and unscheduled facility visits were not increased in the intervention arms. Three and 6-monthly out-of-facility MMD was non-inferior versus facility-based care for stable ART patients. Out-of-facility 6-monthly MMD should incorporate small group peer support whenever possible. ClinicalTrials.gov NCT03238846 and NCT03438370.

The Achievement Motivation Enhancement Curriculum: Evaluating an Affective Intervention For Gifted Students

The present qualitative pilot study aimed to evaluate students’ perceptions of procedures and outcomes from an affective intervention to increase achievement motivation among gifted students. The intervention was implemented at a summer program with 20 students. Using inductive analysis, participants’ perceptions of the intervention and its effects were evaluated. This study’s findings show most students enjoyed the Achievement Motivation Enhancement sessions and felt they benefited from talking about their experiences with peers in small groups. Students discussed improved self-perceptions and said they benefitted from learning goal valuation, goal-setting, and self-regulation strategies. Implications are discussed.

Flipped small group classes and peer marking: incentives, student participation and performance in a quasi-experimental approach

This paper proposes a new way of flipping small group classes in quantitative courses by active reading and peer marking using the virtual learning environment. We aim to engage students in the learning material by attempting a problem followed by peer marking based on some given solution guideline before they are exposed to another similar problem to solve during the small group classes. We design a quasi-experiment to evaluate the effect of peer marking by introducing an incentive in one such problem set and not in the other. The solution to the class problem is to act as the ‘incentive’, to be released only to the participants of the peer assessment. Using the data of two units from two UK universities and ‘incentives’ as instrumental variables to participation, our quantitative findings reveal the effect of participating in one more peer marking as a 3% increase in final marks on average. The qualitative analysis based on focus group discussions shows that the process increases student engagement, satisfaction, confidence and overall learning responsibility. The challenges often lie to establish a clear understanding of the purpose and the process of peer marking to ensure student buy-in to the system.

Peer feedback on video consultations for GPST1s in S.E. Scotland: a pilot study using the Framework Method

ABSTRACT Introduction: Our study explored the educational value and feasibility of small-group peer feedback on video consultations for early-stage GP trainees facilitated by a near-peer. Methods: Ten GP trainees in their first placement shared videos of patient consultations requiring improvement in small groups facilitated by a near-peer using the ALOBA feedback format. Trainees and the facilitator were interviewed by a social scientist immediately post-intervention and asked for written email reflection some weeks later. Analysis of observations, interviews and feedback followed the Framework Method. Results: Six themes incorporated both assumed and unanticipated processes and outcomes. Receipt and production of peer feedback were seen to prompt critical analysis and led to processing of previously received supervisor feedback. Trainees valued the ability to benchmark against peers at the same stage of training. The small groups conferred social support and the opportunity to calibrate complex mental health judgements inherent to primary care with each other and a near-peer. Conclusions: GP trainees can engage with and benefit from structured small-group peer feedback early in training. Sessions offered educational value over and above supervisor feedback, especially for trainees inclined to be anxious and self-critical.

Replacing “The Holy Grail”: Use peer assessment instead of class participation grades!

The move towards student-centred learning in higher educational settings (especially business schools) requires that students participate actively in physical and online classes. In order to both encourage and reward student participation; instructors typically assess it in some way and include a participation grade in calculating a student's final course grade. The purpose of this paper is to be provocative! It challenges our pursuit of the “holy grail” of class participation grading and proposes that we should replace this antiquated tool with a “reality stone” for the 21st Century: The judicious use of small group activities and peer assessments of group members. This paper presents several evidence-based recommendations for implementing the use of small group work and peer assessment, as an alternative to grading class participation.

Promoting economic literacy: Combining news articles and clicker questions in a large introductory microeconomics course

The author of this article presents a brief introduction to the use of current events news articles in an introductory microeconomics course for business students. Popular press articles are integrated with small-group peer instruction, and student understanding is assessed using student response system, or clicker, questions. Examples of lesson learning objectives are presented, along with a discussion of how news articles and clicker questions are combined to promote student interest and engagement. Sample clicker questions are also provided.

Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic.

This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.

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.