Evaluating Peer-Led Team Learning: A Study of Long-Term Effects on Former Workshop Peer Leaders

NASA Astrophysics Data System (ADS)

Gafney, Leo; Varma-Nelson, Pratibha

2007-03-01

Peer-led team learning (PLTL) is a program of small-group workshops, attached to a course, under the direction of trained peer leaders who have completed the course. Peer leaders ensure that team members engage with the materials and with each other, they help build commitment and confidence, and they encourage discussion. Studies of PLTL have found that grades and retention improve, and students value the workshops as important in their learning. With a ten-year history, it was possible to study the impact of PLTL on former leaders as they took subsequent steps into graduate work and careers. A survey was developed, piloted, revised, and placed online. Nearly 600 former leaders from nine institutions were contacted; 119 completed surveys were received. Respondents reported that leading the workshops reinforced the breadth and depth of their own learning, helped them develop personal qualities such as confidence and perseverance, and fostered a variety of presentation and team-related skills. The respondents offered rich insights into issues in implementing workshops. This study contributes to the literature on involvement theory in the academic development of college students.

Developing an Instrument to Characterise Peer-Led Groups in Collaborative Learning Environments: Assessing Problem-Solving Approach and Group Interaction

ERIC Educational Resources Information Center

Pazos, Pilar; Micari, Marina; Light, Gregory

2010-01-01

Collaborative learning is being used extensively by educators at all levels. Peer-led team learning in a version of collaborative learning that has shown consistent success in science, technology, engineering and mathematics disciplines. Using a multi-phase research study we describe the development of an observation instrument that can be used to…

Cyber Peer-Led Team Learning (cPLTL): Development and Implementation

ERIC Educational Resources Information Center

Mauser, Kevin; Sours, John; Banks, Julianna; Newbrough, Randy; Janke, Tom; Shuck, Lorie; Zhu, Lin; Ammerman, Gina; Varma-Nelson, Pratibha

2011-01-01

The type and amount of student interaction with major socializing agents on campus--faculty and their peers--determine the impact of college on students. Much of the research on postsecondary education links the quality of peer interactions directly to student learning outcomes and satisfaction with the college experience, and Alexander Astin went…

Assessment of students' satisfaction with a student-led team-based learning course.

PubMed

Bouw, Justin W; Gupta, Vasudha; Hincapie, Ana L

2015-01-01

To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills

PubMed Central

Snyder, Julia J.; Wiles, Jason R.

2015-01-01

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders’ critical thinking skills. This investigation also explored peer leaders’ perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders’ critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups. PMID:25629311

Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

PubMed

Snyder, Julia J; Wiles, Jason R

2015-01-01

This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

Developing and Implementing Lab Skills Seminars, a Student-Led Learning Approach in the Organic Chemistry Laboratory: Mentoring Current Students While Benefiting Facilitators

ERIC Educational Resources Information Center

Sabanayagam, Kalyani; Dani, Vivek D.; John, Matthew; Restivo, Wanda; Mikhaylichenko, Svetlana; Dalili, Shadi

2017-01-01

This paper describes the successful adaptation of certain components of peer-led team learning (PLTL) as well as service learning principles into our initiative: lab skills seminars (LSS). These seminars were organized for large, second year organic chemistry laboratory courses. Prior to LSS, the only help available for students was traditional…

Changing Attitudes and Facilitating Understanding in the Undergraduate Statistics Classroom: A Collaborative Learning Approach

ERIC Educational Resources Information Center

Curran, Erin; Carlson, Kerri; Celotta, Dayius Turvold

2013-01-01

Collaborative and problem-based learning strategies are theorized to be effective methods for strengthening undergraduate science, technology, engineering, and mathematics education. Peer-Led Team Learning (PLTL) is a collaborative learning technique that engages students in problem solving and discussion under the guidance of a trained peer…

A Transition Program for Underprepared Students in General Chemistry: Diagnosis, Implementation, and Evaluation

ERIC Educational Resources Information Center

Shields, Shawn P.; Hogrebe, Mark C.; Spees, William M.; Handlin, Larry B.; Noelken, Greg P.; Riley, Julie M.; Frey, Regina F.

2012-01-01

We developed an online exam to diagnose students who are underprepared for college-level general chemistry and implemented a program to support them during the general chemistry sequence. This transition program consists of extended-length recitations, peer-led team-learning (PLTL) study groups, and peer-mentoring groups. We evaluated this…

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL*

PubMed Central

Eberlein, Thomas; Kampmeier, Jack; Minderhout, Vicky; Moog, Richard S; Platt, Terry; Varma-Nelson, Pratibha; White, Harold B

2008-01-01

Problem-based learning, process-oriented guided inquiry learning, and peer-led team learning are student-centered, active-learning pedagogies commonly used in science education. The characteristic features of each are compared and contrasted to enable new practitioners to decide which approach or combination of approaches will suit their particular situation. PMID:19381266

Assessing Peer Leader Skill Acquisition and Group Dynamics in a First-Year Calculus Course

ERIC Educational Resources Information Center

Glover, Rebecca; Hammond, Nicholas B.; Smith, Justin; Guerra, Dalyana

2018-01-01

Peer-led team learning (PLTL), specifically the model known as 'Workshops', has been shown to contribute positively and significantly to student success in STEM courses across subjects (Gosser et al., 2001). Our research adds to the SOTL literature describing the effectiveness of Workshops by reporting on the changes in student leaders. We examine…

Improving the Teaching/Learning Process in General Chemistry: Report on the 1997 Stony Brook General Chemistry Teaching Workshop.

ERIC Educational Resources Information Center

Hanson, David; Wolfskill, Troy

1998-01-01

The primary focus of this participant-centered workshop was to introduce the student-centered classroom. Describes the model for the conference and issues addressed which include process as the missing element in the curriculum; peer-led learning teams; integrating chemistry, mathematics, and physics; writing as a learning tool in chemistry;…

Implementation of the peer-led team-learning instructional model as a stopgap measure improves student achievement for students opting out of laboratory.

PubMed

Snyder, Julia J; Carter, B Elijah; Wiles, Jason R

2015-03-02

In entry-level university courses in science, technology, engineering, and mathematics fields, students participating in associated laboratory sessions generally do better than those who have no related lab classes. This is a problem when, for various reasons, not enough lab sections can be offered for students and/or when students opt out of optional available lab courses. Faced with such a situation, this study evaluated the efficacy of the peer-led team-learning (PLTL) instructional model as a potential method for narrowing the achievement gap among undergraduate students electing not to enroll in an optional laboratory component of an introductory biology course. In peer-led workshops, small groups of students participated in solving problems and other activities that encouraged active learning. Students led by peer leaders attained significantly higher exam and final course grades in introductory biology than comparable students not participating in PLTL. Among the introductory biology students who opted not to enroll in the optional lab course, those who participated in PLTL averaged more than a letter grade higher than those who did not. This difference was statistically significant, and the PLTL workshops almost entirely closed the achievement gap in lecture exam and final grades for students who did not take the lab. © 2015 J. J. Snyder et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry

ERIC Educational Resources Information Center

Robert, Jenay; Lewis, Scott E.; Oueini, Razanne; Mapugay, Andrea

2016-01-01

The research-based pedagogical strategy of flipped classes has been shown to be effective for increasing student achievement and retention in postsecondary chemistry classes. The purpose of flipped classes is to move content delivery (e.g., lecture) outside of the classroom, freeing more face-to-face time for active learning strategies. The…

Blending Problem-Based Learning and Peer-Led Team Learning, in an Open Ended "Home-Grown" Pharmaceutical Chemistry Case Study

ERIC Educational Resources Information Center

Veale, Clinton G. L.; Krause, Rui W. M.; Sewry, Joyce D.

2018-01-01

Pharmaceutical chemistry, medicinal chemistry and the drug discovery process require experienced practitioners to employ reasoned speculation in generating creative ideas, which can be used to evolve promising molecules into drugs. The ever-evolving world of pharmaceutical chemistry requires university curricula that prepare graduates for their…

Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology

PubMed Central

Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A.; Siwicki, Kathleen K.

2016-01-01

Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students’ engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge problems. During the eight semesters assessed in this study, URM students and those with less preparation attended SGMs with equal or greater frequency than their counterparts. Most agreed that SGMs enhanced their comprehension of biology and ability to articulate solutions. The historical grade gap between URM and non-URM students narrowed slightly in Biology 2, but not in other biology and science, technology, engineering, and mathematics courses. Nonetheless, URM students taking introductory biology after program implementation have graduated with biology majors or minors at the same rates as non-URM students, and have enrolled in postcollege degree programs at equal or greater rates. These results suggest that improved performance as measured by science grade point average may not be necessary to improve the persistence of students from underrepresented groups as life sciences majors. PMID:27496361

Mapping Student-Led Peer Learning in the UK

ERIC Educational Resources Information Center

Keenan, Chris

2014-01-01

Peer-led academic learning has increased in importance, but there is little sense of how many institutions support it, how they understand its purposes or what peer-led learning best practice is. This report examines the provision of peer-led learning in the UK. It identifies challenges and opportunities, including international perspectives and…

Undergraduates as Science Museum Docents: Training Students to Be the Teachers Using Peer Led Team Learning

ERIC Educational Resources Information Center

Pyatt, Robert E.; Rosser, Tracie; Powell, Kelly

2009-01-01

From June 2004 through January of 2005, the Fernbank Museum of Natural History in Atlanta hosted the traveling exhibit, "The Genomic Revolution," described as the most comprehensive presentation on the complex subject of genomics. Originally created by the American Museum of Natural History, this exhibit presented cutting edge…

Student Response to a Partial Inversion of an Organic Chemistry Course for Non-Chemistry Majors

ERIC Educational Resources Information Center

Rein, Kathleen S.; Brookes, David T.

2015-01-01

We report the student response to a two-year transformation of a one-semester organic chemistry course for nonchemistry majors. The transformed course adopted a peer led team learning approach and incorporated case studies. Student attitudes toward the course transformation were assessed throughout the semester, and adjustments to the methods were…

Facilitating Learning in Large Lecture Classes: Testing the "Teaching Team" Approach to Peer Learning

ERIC Educational Resources Information Center

Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha

2010-01-01

We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all…

Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers.

PubMed Central

Dugan, E; Kamps, D; Leonard, B

1995-01-01

We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention. PMID:7601803

Peer Evaluation in Blended Team Project-Based Learning: What Do Students Find Important?

ERIC Educational Resources Information Center

Lee, Hye-Jung; Lim, Cheolil

2012-01-01

Team project-based learning is reputed to be an appropriate way to activate interactions among students and to encourage knowledge building through collaborative learning. Peer evaluation is an effective way for each student to participate actively in a team project. This article investigates the issues that are important to students when…

Evaluation of FCS self and peer-assessment approach based on Cooperative and Engineering Design learning.

PubMed

Cvetkovic, Dean

2013-01-01

The Cooperative Learning in Engineering Design curriculum can be enhanced with structured and timely self and peer assessment teaching methodologies which can easily be applied to any Biomedical Engineering curriculum. A study was designed and implemented to evaluate the effectiveness of this structured and timely self and peer assessment on student team-based projects. In comparing the 'peer-blind' and 'face-to-face' Fair Contribution Scoring (FCS) methods, both had advantages and disadvantages. The 'peer-blind' self and peer assessment method would cause high discrepancy between self and team ratings. But the 'face-to-face' method on the other hand did not have the discrepancy issue and had actually proved to be a more accurate and effective, indicating team cohesiveness and good cooperative learning.

Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

PubMed

Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

2017-05-01

Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Peer Evaluation of Team Member Effectiveness as a Formative Educational Intervention

ERIC Educational Resources Information Center

Mentzer, Nathan; Laux, Dawn; Zissimopoulos, Angelika; Richards, K. Andrew R.

2017-01-01

Peer evaluation of team member effectiveness is often used to complement cooperative learning in the classroom by holding students accountable for their team contributions. Drawing on the tenants of self-determination theory, this study investigated the impact of formative peer evaluation in university level team-based design projects. The…

Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology.

PubMed

Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A; Siwicki, Kathleen K

2016-01-01

Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students' engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge problems. During the eight semesters assessed in this study, URM students and those with less preparation attended SGMs with equal or greater frequency than their counterparts. Most agreed that SGMs enhanced their comprehension of biology and ability to articulate solutions. The historical grade gap between URM and non-URM students narrowed slightly in Biology 2, but not in other biology and science, technology, engineering, and mathematics courses. Nonetheless, URM students taking introductory biology after program implementation have graduated with biology majors or minors at the same rates as non-URM students, and have enrolled in postcollege degree programs at equal or greater rates. These results suggest that improved performance as measured by science grade point average may not be necessary to improve the persistence of students from underrepresented groups as life sciences majors. © 2016 P. Kudish et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Learning from Evaluation by Peer Team: A Case Study of a Family Counselling Organization

ERIC Educational Resources Information Center

Muniute-Cobb, Eivina I.; Alfred, Mary V.

2010-01-01

This qualitative study explores how employees learn from Team Primacy Concept-based employee evaluation and how they use the feedback in performing their jobs. Team Primacy Concept-based evaluation is a type of multirater evaluation. The distinctive characteristic of such evaluation is its peer feedback component during which the employee's…

Helping Second Language Literature Learners Overcome E-Learning Difficulties: LET-NET Team Teaching with Online Peer Interaction

ERIC Educational Resources Information Center

Wu, Pin-Hsiang Natalie; Marek, Michael W.

2013-01-01

This study presents and discusses results from an EFL second language literature program in which the instructional design included a team teaching scheme, blended learning practice, and computer-mediated peer-interaction. The team teaching plan used a Mandarin speaking English teacher and a Native English-speaking teacher collaborating and…

A Course To Prepare Peer Leaders To Implement a Student-Assisted Learning Method

NASA Astrophysics Data System (ADS)

Tien, Lydia T.; Roth, Vicki; Kampmeier, J. A.

2004-09-01

This article reports our efforts to develop a two-credit course to train undergraduate students to implement a new pedagogical model, Peer-Led Team Learning (PLTL). The leader training course is a collaborative effort of faculty and educational specialists to join pedagogy and chemistry. The syllabus is grounded in the research literature and situated in the context of the specific course in which the peer leaders will work, leading a weekly Workshop. Since the peer leaders take the training course while they are working as leaders, the pedagogical ideas find immediate application. We have taught the course since 1995 to more than 250 undergraduate and graduate students. In practice, our training course is the central mechanism to transform students from Workshop participants to skilled Workshop leaders. In turn, these carefully prepared peer leaders are essential forces for curricular change. In addition to the immediate practical benefits, the training course leads to new working relationships among students, faculty, and educational specialists. As a result, the training course becomes a mechanism to introduce current faculty to a new research literature and to encourage the development of future faculty.

Peer-led versus teacher-led AIDS education for female high-school students in Yazd, Islamic Republic of Iran.

PubMed

Baghianimoghadam, M H; Forghani, H; Zolghadr, R; Rahaei, Z; Khani, P

2012-04-01

Peer-led programmes on AIDS prevention have shown a good level of effectiveness when tested among high-risk populations. This study compared peer-led and teacher-led methods of education about HIV/AIDS among female high-school students in Yazd city, Islamic Republic of Iran. In 2009 students in 3 high schools were trained by their classmates (peer-led), by the research team (teacher-led) or had no education (controls); 180 students completed a specially designed questionnaire based on the health belief model, before and after the intervention. Post-intervention mean knowledge scores increased 2-fold in the peer-led group, and this was significantly higher than the increase in the teacher-led group scores (1.5-fold). Control group scores were unchanged. In the peer-led programme all of the components of the model were significantly improved whereas in the teacher-led programme, only perceived severity and perceived barriers scored significantly higher after the intervention.

Students as Teachers: Effectiveness of a Peer-Led STEM Learning Programme over 10 Years

ERIC Educational Resources Information Center

Drane, Denise; Micari, Marina; Light, Gregory

2014-01-01

Peer-led small-group learning has been used quite extensively in the US to enhance performance and retention of undergraduate students in science, math, and engineering classes. This study presents the results from an evaluation of a peer-led small-group programme at a research university in the US over a 10-year period across five disciplines…

Peer-led small groups: Are we on the right track?

PubMed

Moore, Fraser

2017-10-01

Peer tutor-led small group sessions are a valuable learning strategy but students may lack confidence in the absence of a content expert. This study examined whether faculty reinforcement of peer tutor-led small group content was beneficial. Two peer tutor-led small group sessions were compared with one faculty-led small group session using questionnaires sent to student participants and interviews with the peer tutors. One peer tutor-led session was followed by a lecture with revision of the small group content; after the second, students submitted a group report which was corrected and returned to them with comments. Student participants and peer tutors identified increased discussion and opportunity for personal reflection as major benefits of the peer tutor-led small group sessions, but students did express uncertainty about gaps in their learning following these sessions. Both methods of subsequent faculty reinforcement were perceived as valuable by student participants and peer tutors. Knowing in advance that the group report would be corrected reduced discussion in some groups, potentially negating one of the major benefits of the peer tutor-led sessions. Faculty reinforcement of peer-tutor led small group content benefits students but close attention should be paid to the method of reinforcement.

Cooperative Learning and Peer Evaluation: The Effect of Free Riders on Team Performance and the Relationship between Course Performance and Peer Evaluation

ERIC Educational Resources Information Center

Dingel, Molly J.; Wei, Wei; Huq, Aminul

2013-01-01

Cooperative learning has gained popularity in higher educational settings. However, assigning grades equitably to all team members in a way that rewards them for their contributions remains challenging. In this paper, we ask whether having free riders on a team lowers the quality of submitted work, and whether students' course performance…

Team Projects and Peer Evaluations

ERIC Educational Resources Information Center

Doyle, John Kevin; Meeker, Ralph D.

2008-01-01

The authors assign semester- or quarter-long team-based projects in several Computer Science and Finance courses. This paper reports on our experience in designing, managing, and evaluating such projects. In particular, we discuss the effects of team size and of various peer evaluation schemes on team performance and student learning. We report…

Course-Based Support for Peer-Led Study Group Facilitators in a Large Instructional Team

ERIC Educational Resources Information Center

Barnard, Rachel A.; Boothe, Jordan R.; Salvatore, Joe; Emerson, Kelley; Boone, Allison; Sandler, Claire; Coppola, Brian P.

2018-01-01

An institutionalized program of peer-led study groups (PLSG) adds instructional power to our large-enrollment introductory organic chemistry courses. Concomitantly, there is a challenge to keep the instructional philosophy and subject matter coherent with the faculty expectations and goals across this diverse group of undergraduate instructors.…

CLABSI Conversations: Lessons From Peer-to-Peer Assessments to Reduce Central Line-Associated Bloodstream Infections.

PubMed

Pham, Julius Cuong; Goeschel, Christine A; Berenholtz, Sean M; Demski, Renee; Lubomski, Lisa H; Rosen, Michael A; Sawyer, Melinda D; Thompson, David A; Trexler, Polly; Weaver, Sallie J; Weeks, Kristina R; Pronovost, Peter J

2016-01-01

A national collaborative helped many hospitals dramatically reduce central line-associated bloodstream infections (CLABSIs), but some hospitals struggled to reduce infection rates. This article describes the development of a peer-to-peer assessment process (CLABSI Conversations) and the practical, actionable practices we discovered that helped intensive care unit teams achieve a CLABSI rate of less than 1 infection per 1000 catheter-days for at least 1 year. CLABSI Conversations was designed as a learning-oriented process, in which a team of peers visited hospitals to surface barriers to infection prevention and to share best practices and insights from successful intensive care units. Common practices led to 10 recommendations: executive and board leaders communicate the goal of zero CLABSI throughout the hospital; senior and unit-level leaders hold themselves accountable for CLABSI rates; unit physicians and nurse leaders own the problem; clinical leaders and infection preventionists build infection prevention training and simulation programs; infection preventionists participate in unit-based CLABSI reduction efforts; hospital managers make compliance with best practices easy; clinical leaders standardize the hospital's catheter insertion and maintenance practices and empower nurses to stop any potentially harmful acts; unit leaders and infection preventionists investigate CLABSIs to identify root causes; and unit nurses and staff audit catheter maintenance policies and practices.

Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop

ERIC Educational Resources Information Center

Sullivan, Kevin; Marshall, Kevin; Tangney, Brendan

2015-01-01

This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the…

Analysis of Student Performance in Peer Led Undergraduate Supplements

NASA Astrophysics Data System (ADS)

Gardner, Linda M.

Foundations of Chemistry courses at the University of Kansas have traditionally accommodated nearly 1,000 individual students every year with a single course in a large lecture hall. To develop a more student-centered learning atmosphere, Peer Led Undergraduate Supplements (PLUS) were introduced to assist students, starting in the spring of 2010. PLUS was derived from the more well-known Peer-Led Team Learning with modifications to meet the specific needs of the university and the students. The yearlong investigation of PLUS Chemistry began in the fall of 2012 to allow for adequate development of materials and training of peer leaders. We examined the impact of academic achievement for students who attended PLUS sessions while controlling for high school GPA, math ACT scores, credit hours earned in high school, completion of calculus, gender, and those aspiring to be pharmacists (i.e., pre-pharmacy students). In a least linear squares multiple regression, PLUS participants performed on average one percent higher on exam scores for Chemistry 184 and four tenths of a percent on Chemistry 188 for each PLUS session attended. Pre-pharmacy students moderated the effect of PLUS attendance on chemistry achievement, ultimately negating any relative gain associated by attending PLUS sessions. Evidence of gender difference was demonstrated in the Chemistry 188 model, indicating females experience a greater benefit from PLUS sessions. Additionally, an item analysis studied the relationship between PLUS material to individual items on exams. The research discovered that students who attended PLUS session, answered the items correctly 10 to 20 percent more than their comparison group for PLUS interrelated items and no difference to 10 percent for non-PLUS related items. In summary, PLUS has a positive effect on exam performance in introductory chemistry courses at the University of Kansas.

Leveraging the Power of Peer-Led Learning: Investigating Effects on STEM Performance in Urban High Schools

ERIC Educational Resources Information Center

Thomas, Ally S.; Bonner, Sarah M.; Everson, Howard T.; Somers, Jennifer A.

2015-01-01

The Peer Enabled Restructured Classroom (PERC) is an instructional innovation developed to address gaps in science, technology, engineering, and math (STEM) in urban high schools. The PERC model changes instruction from teacher led to peer led by bringing peer students into the classroom to lead small-group work. Our study sought to provide…

Team-Based Development of Medical Devices: An Engineering–Business Collaborative

PubMed Central

Eberhardt, Alan W.; Johnson, Ophelia L.; Kirkland, William B.; Dobbs, Joel H.; Moradi, Lee G.

2016-01-01

There is a global shift in the teaching methodology of science and engineering toward multidisciplinary, team-based processes. To meet the demands of an evolving technical industry and lead the way in engineering education, innovative curricula are essential. This paper describes the development of multidisciplinary, team-based learning environments in undergraduate and graduate engineering curricula focused on medical device design. In these programs, students actively collaborate with clinicians, professional engineers, business professionals, and their peers to develop innovative solutions to real-world problems. In the undergraduate senior capstone courses, teams of biomedical engineering (BME) and business students have produced and delivered numerous functional prototypes to satisfied clients. Pursuit of commercialization of devices has led to intellectual property (IP) disclosures and patents. Assessments have indicated high levels of success in attainment of student learning outcomes and student satisfaction with their undergraduate design experience. To advance these projects toward commercialization and further promote innovative team-based learning, a Master of Engineering (MEng) in Design and Commercialization was recently launched. The MEng facilitates teams of graduate students in engineering, life sciences, and business who engage in innovation-commercialization (IC) projects and coursework that take innovative ideas through research and development (R&D) to create marketable devices. The activities are structured with students working together as a “virtual company,” with targeted outcomes of commercialization (license agreements and new start-ups), competitive job placement, and/or career advancement. PMID:26902869

Team-Based Development of Medical Devices: An Engineering-Business Collaborative.

PubMed

Eberhardt, Alan W; Johnson, Ophelia L; Kirkland, William B; Dobbs, Joel H; Moradi, Lee G

2016-07-01

There is a global shift in the teaching methodology of science and engineering toward multidisciplinary, team-based processes. To meet the demands of an evolving technical industry and lead the way in engineering education, innovative curricula are essential. This paper describes the development of multidisciplinary, team-based learning environments in undergraduate and graduate engineering curricula focused on medical device design. In these programs, students actively collaborate with clinicians, professional engineers, business professionals, and their peers to develop innovative solutions to real-world problems. In the undergraduate senior capstone courses, teams of biomedical engineering (BME) and business students have produced and delivered numerous functional prototypes to satisfied clients. Pursuit of commercialization of devices has led to intellectual property (IP) disclosures and patents. Assessments have indicated high levels of success in attainment of student learning outcomes and student satisfaction with their undergraduate design experience. To advance these projects toward commercialization and further promote innovative team-based learning, a Master of Engineering (MEng) in Design and Commercialization was recently launched. The MEng facilitates teams of graduate students in engineering, life sciences, and business who engage in innovation-commercialization (IC) projects and coursework that take innovative ideas through research and development (R&D) to create marketable devices. The activities are structured with students working together as a "virtual company," with targeted outcomes of commercialization (license agreements and new start-ups), competitive job placement, and/or career advancement.

Structural Modeling on the Relationship between Positive Perception, Deliberative Belief, and Friendship Quality: A Study with Undergraduate Students

ERIC Educational Resources Information Center

Lin, Chun-Wen

2018-01-01

Some of the key issues in pedagogy are the way of students' peer learning, collaboration, and team work at school. Friendship quality is essential for academic achievement by peer learning and team work. In line with that, the aim of the present study is to examine the associations between variables that are positive perception, deliberative…

Project-Based Learning with an Online Peer Assessment System in a Photonics Instruction for Enhancing LED Design Skills

ERIC Educational Resources Information Center

Chang, Shu-Hsuan; Wu, Tsung-Chih; Kuo, Yen-Kuang; You, Li-Chih

2012-01-01

This study proposed a novel instructional approach, a two-stage LED simulation of Project-based learning (PBL) course with online peer assessment (OPA), and explored how to apply OPA to the different structured problems in a PBL course to enhance students' professional skills in LED design as well as meta-cognitive thinking. The participants of…

Validity of Peer Evaluation for Team-Based Learning in a Dental School in Japan.

PubMed

Nishigawa, Keisuke; Hayama, Rika; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Ueda, Mayu; Inoue, Miho; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

2017-12-01

The aim of this study was to determine the validity of peer evaluation for team-based learning (TBL) classes in dental education in comparison with the term-end examination records and TBL class scores. Examination and TBL class records of 256 third- and fourth-year dental students in six fixed prosthodontics courses from 2013 to 2015 in one dental school in Japan were investigated. Results of the term-end examination during those courses, individual readiness assurance test (IRAT), group readiness assurance test (GRAT), group assignment projects (GAP), and peer evaluation of group members in TBL classes were collected. Significant positive correlations were found between all combinations of peer evaluation, IRAT, and term-end examination. Individual scores also showed a positive correlation with group score (total of GRAT and GAP). From the investigation of the correlations in the six courses, significant positive correlations between peer evaluation and individual score were found in four of the six courses. In this study, peer evaluation seemed to be a valid index for learning performance in TBL classes. To verify the effectiveness of peer evaluation, all students have to realize the significance of scoring the team member's performance. Clear criteria and detailed instruction for appropriate evaluation are also required.

Peer assisted learning: teaching dental skills and enhancing graduate attributes.

PubMed

Cameron, D A; Binnie, V I; Sherriff, A; Bissell, V

2015-09-25

This study describes a pilot project in which peer assisted learning (PAL) is used to teach dental clinical skills. A cluster randomised controlled trial compared opinions of Bachelor of Dental Surgery (BDS) students from peer-led groups versus staff-led groups in a clinical (impression taking) and a pre-clinical (handpiece skills) task. BDS5 (peer tutors) in their final year delivered teaching to BDS1 (tutees) for each task. Quantitative data from tutees and the peer tutors was gathered from questionnaires, along with open written comments. PAL was well received by both tutees and peer tutors. BDS1 tutees rated BDS5 peer tutors highly for delivery of information, and level of feedback. The tutees considered peer tutors more approachable and less intimidating than staff. Peer tutors reported their own knowledge had increased as a result of teaching. In a summative OSCE (objective structured clinical examination) four months following the teaching, no statistical significant difference between the performance of peer-led and staff-led groups was found at stations related to the subject matter in question. It is argued that PAL, as well as being a useful method of delivering subject-specific teaching, is able to contribute to the development of graduate attributes.

Peer-Led Learning Communities: Exploring Integrative High-Impact Educational Practices for Leadership Education

ERIC Educational Resources Information Center

Priest, Kerry L.; de Campos Paula, Ana Luiza

2016-01-01

The use of high-impact practices is well documented in higher education literature. This brief describes the integrative practice of undergraduate peer-led leadership learning communities as a model of delivery within a large introductory leadership education course for first-year students. Utilizing open-ended questions embedded within…

Promoting Physical Understanding through Peer Mentoring

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Huesmann, A.; Hooper, E.; Moore, C.; Watson, L.; Trestrail, A.; Weber, J.; Timbie, P.; Jacob, A.

2015-12-01

The Physics Learning Center at the University of Wisconsin-Madison provides a supportive learning community for students studying introductory physics, as well as teaching and leadership experience for undergraduate Peer Mentor Tutors who receive extensive training and supervision. Many of our Peer Tutors were former Physics Learning Center participants. A central goal of the Physics Learning Center is to address achievement/equity gaps (e.g. race, gender, socio-economic status, disability, age, transfer status, etc.) for undergraduate students pursuing majors and coursework in STEM fields. Students meet twice a week in small learning teams of 3-8 students, facilitated by a trained Peer Mentor Tutor or staff member. These active learning teams focus on discussing core physical concepts and practicing problem-solving. The weekly training of the tutors addresses both teaching and mentoring issues in science education such as helping students to build confidence, strategies for assessing student understanding, and fostering a growth mindset. A second weekly training meeting addresses common misconceptions and strategies for teaching specific physics topics. For non-science majors we have a small Peer Mentor Tutor program for Physics in the Arts. We will discuss the Physics Learning Center's approaches to promoting inclusion, understanding, and confidence for both our participants and Peer Mentor Tutors, as well as examples from the geosciences that can be used to illustrate introductory physics concepts.

"I Never Truly Thought about Them Having Friends": Equipping Schools to Foster Peer Relationships

ERIC Educational Resources Information Center

Leigers, Kelly; Kleinert, Harold L.; Carter, Erik W.

2017-01-01

Students with severe disabilities often experience limited social participation and few friendships at school. We describe a project to equip school teams to implement peer support arrangements and peer networks focused on friendships, inclusion, and learning. We adopted a phenomenological qualitative approach to learn how participants viewed…

Student-Led Project Teams: Significance of Regulation Strategies in High- and Low-Performing Teams

ERIC Educational Resources Information Center

Ainsworth, Judith

2016-01-01

We studied group and individual co-regulatory and self-regulatory strategies of self-managed student project teams using data from intragroup peer evaluations and a postproject survey. We found that high team performers shared their research and knowledge with others, collaborated to advise and give constructive criticism, and demonstrated moral…

Sex Does Not Matter: Gender Bias and Gender Differences in Peer Assessments of Contributions to Group Work

ERIC Educational Resources Information Center

Tucker, Richard

2014-01-01

This paper considers the possibility of gender bias in peer ratings for contributions to team assignments, as measured by an online self-and-peer assessment tool. The research was conducted to determine whether peer assessment led to reliable and fair marking outcomes. The methodology of Falchikov and Magin was followed in order to test their…

Doing Dissections Differently: A Structured, Peer-Assisted Learning Approach to Maximizing Learning in Dissections

ERIC Educational Resources Information Center

Hall, Emma R.; Davis, Rachel C.; Weller, Renate; Powney, Sonya; Williams, Sarah B.

2013-01-01

Areas of difficulty faced by our veterinary medicine students, with respect to their learning in dissection classes, were identified. These challenges were both general adult-learning related and specific to the discipline of anatomy. Our aim was to design, implement, and evaluate a modified reciprocal peer-assisted/team-based learning…

Holistic Growth of College Peer Study Group Participants: Prompting Academic and Personal Development

ERIC Educational Resources Information Center

Arendale, David R.; Hane, Amanda R.

2014-01-01

This qualitative study focused on observed and perceived changes in academic and personal attitudes and behaviors by student participants in the Peer Assisted Learning (PAL) program at the University of Minnesota (UMN). The PAL model employs best practices from national peer learning models including Supplemental Instruction, Peer-led Team…

Expanding Group Peer Review: A Proposal for Medical Education Scholarship.

PubMed

Dumenco, Luba; Engle, Deborah L; Goodell, Kristen; Nagler, Alisa; Ovitsh, Robin K; Whicker, Shari A

2017-02-01

After participating in a group peer-review exercise at a workshop presented by Academic Medicine and MedEdPORTAL editors at the 2015 Association of American Medical Colleges Medical Education Meeting, the authors realized that the way their work group reviewed a manuscript was very different from the way by which they each would have reviewed the paper as an individual. Further, the group peer-review process yielded more robust feedback for the manuscript's authors than did the traditional individual peer-review process. This realization motivated the authors to reconvene and collaborate to write this Commentary to share their experience and propose the expanded use of group peer review in medical education scholarship.The authors consider the benefits of a peer-review process for reviewers, including learning how to improve their own manuscripts. They suggest that the benefits of a team review model may be similar to those of teamwork and team-based learning in medicine and medical education. They call for research to investigate this, to provide evidence to support group review, and to determine whether specific paper types would benefit most from team review (e.g., particularly complex manuscripts, those receiving widely disparate initial individual reviews). In addition, the authors propose ways in which a team-based approach to peer review could be expanded by journals and institutions. They believe that exploring the use of group peer review potentially could create a new methodology for skill development in research and scholarly writing and could enhance the quality of medical education scholarship.

Twelve tips on setting up and running a peer-led medical education society.

PubMed

Fleming-Nouri, Alex; Crocombe, Dominic; Sammaraiee, Yezen

2016-12-01

Peer-led teaching is an established paradigm with benefits for student teachers, learners and the wider medical community. Students are increasingly taking ownership of such teaching, which has fuelled the creation of new peer-led medical education societies at universities around the UK. Students wishing to undertake such an endeavor must contend with concerns over the quality of peer-led teaching, logistical challenges, lack of senior support and difficulties accessing relevant resources to design and appraise their initiatives. Peer-led medical education societies represent a relatively novel concept, and students may struggle to find practical information on how to approach these challenges. We propose that these obstacles can be overcome by thorough event planning, understanding the role and features of high quality peer-led education in supplementing medical school curricula, maintaining a strong working relationship with local medical faculty, and learning from the wider medical education community.

Athletes Off the Field: A Model for Team Building and Leadership Development through Service Learning. Linking Learning with Life.

ERIC Educational Resources Information Center

Haughey, Laurie

This booklet provides step-by-step guidelines for developing a leadership-through-service-learning component for a school athletic team. It is based on a program called LIFE LINE (Leaders in Football and Education) founded in 1996 as a peer leadership group that would increase team unity and success both on and off the field. The guide summarizes…

Influences on Peer Evaluation in a Group Project: An Exploration of Leadership, Demographics and Course Performance

ERIC Educational Resources Information Center

Dingel, Molly; Wei, Wei

2014-01-01

Collaborative learning strategies are widely used in higher education to deepen learning, promote team-building skills and achieve course learning objectives. Using peer evaluation is an important strategy to ensure that engaged and active students are rewarded for their efforts, and to discourage loafing within groups. However, less is known…

Peer-led and professional-led group interventions for people with co-occurring disorders: a qualitative study.

PubMed

Pallaveshi, Luljeta; Balachandra, Krishna; Subramanian, Priya; Rudnick, Abraham

2014-05-01

This pilot study evaluated the experience of people with co-occurring disorders (mental illness and addiction) in relation to peer-led and professional-led group interventions. The study used a qualitative (phenomenological) approach to evaluate the experience of a convenience sample of 6 individuals with co-occurring disorders who participated in up to 8 sessions each of both peer-led and professional-led group interventions (with a similar rate of attendance in both groups). The semi-structured interview data were coded and thematically analyzed. We found 5 themes within and across the 2 interventions. In both groups, participants experienced a positive environment and personal growth, and learned, albeit different things. They were more comfortable in the peer-led group and acquired more knowledge and skills in the professional-led group. Offering both peer-led and professional-led group interventions to people with co-occurring disorders may be better than offering either alone.

Peer Learning in a MATLAB Programming Course

NASA Astrophysics Data System (ADS)

Reckinger, Shanon

2016-11-01

Three forms of research-based peer learning were implemented in the design of a MATLAB programming course for mechanical engineering undergraduate students. First, a peer learning program was initiated. These undergraduate peer learning leaders played two roles in the course, (I) they were in the classroom helping students' with their work, and, (II) they led optional two hour helps sessions outside of the class time. The second form of peer learning was implemented through the inclusion of a peer discussion period following in class clicker quizzes. The third form of peer learning had the students creating video project assignments and posting them on YouTube to explain course topics to their peers. Several other more informal techniques were used to encourage peer learning. Student feedback in the form of both instructor-designed survey responses and formal course evaluations (quantitative and narrative) will be presented. Finally, effectiveness will be measured by formal assessment, direct and indirect to these peer learning methods. This will include both academic data/grades and pre/post test scores. Overall, the course design and its inclusion of these peer learning techniques demonstrate effectiveness.

Maximize a Team-Based Learning Gallery Walk Experience: Herding Cats Is Easier than You Think

ERIC Educational Resources Information Center

Rodenbaugh, David W.

2015-01-01

Team-based learning (TBL) is an instructional strategy that promotes small group learning and peer instruction in a large class environment. TBL is structured to include the following steps: 1) student preparation, e.g., reading/reviewing course lectures, and 2) readiness assurance testing. Preparation and foundational knowledge is assessed on an…

Interprofessional peer-assisted learning as a low-threshold course for joint learning: Evaluation results of the interTUT Project.

PubMed

Reichel, Kathrin; Dietsche, Stefan; Hölzer, Henrike; Ewers, Michael

2016-01-01

The delivery of needs-based health care services requires a team-based and collaborative approach of different health professionals, which is not yet sufficienctliy implemented on a day to day basis. Interprofessional learning activities aim to respond to this in future. The cross-university pilot project interTUT used peer-assisted learning approaches and extracurricular tutorials in order address this issue. During the pilot phase, eight students and trainees have been acquired. Together, they prepared and led four extracurricular tutorials on core topics of interprofessional cooperation and documented them in procedure manuals. The course was evaluated using a standardized participant survey (n=72) and two focus groups (n=3, n=5) in which participants were asked to reflect on their individual learning experiences. Descriptive statistics were used to analyze the survey data and the focus group material was interpreted using qualitative content analysis. The results indicated a high level of satisfaction, acceptance of and further demand for peer-supported learning activities. The students and trainees reported changed attitudes and subjective knowledge growth regarding the other professional groups. The constructive learning atmosphere as well as having access to a forum for interprofessional exchange were equally valued. Extracurricular tutorials offer a low-threshold and very promising point of contact for the facilitation of interprofessional teaching and learning. However, this should be viewed against the background that, as part of the pilot project, only a small number of students and trainees who were already interested in the topic could be reached by this optional course. A comprehensive, long-term trial of this teaching and learning format, its linkage to curricular courses, and further research on its education-specific and practice-related effects are, therefore, necessary.

Interprofessional peer-assisted learning as a low-threshold course for joint learning: Evaluation results of the interTUT Project

PubMed Central

Reichel, Kathrin; Dietsche, Stefan; Hölzer, Henrike; Ewers, Michael

2016-01-01

Background and objective: The delivery of needs-based health care services requires a team-based and collaborative approach of different health professionals, which is not yet sufficienctliy implemented on a day to day basis. Interprofessional learning activities aim to respond to this in future. The cross-university pilot project interTUT used peer-assisted learning approaches and extracurricular tutorials in order address this issue. Methodology: During the pilot phase, eight students and trainees have been acquired. Together, they prepared and led four extracurricular tutorials on core topics of interprofessional cooperation and documented them in procedure manuals. The course was evaluated using a standardized participant survey (n=72) and two focus groups (n=3, n=5) in which participants were asked to reflect on their individual learning experiences. Descriptive statistics were used to analyze the survey data and the focus group material was interpreted using qualitative content analysis. Results: The results indicated a high level of satisfaction, acceptance of and further demand for peer-supported learning activities. The students and trainees reported changed attitudes and subjective knowledge growth regarding the other professional groups. The constructive learning atmosphere as well as having access to a forum for interprofessional exchange were equally valued. Conclusions: Extracurricular tutorials offer a low-threshold and very promising point of contact for the facilitation of interprofessional teaching and learning. However, this should be viewed against the background that, as part of the pilot project, only a small number of students and trainees who were already interested in the topic could be reached by this optional course. A comprehensive, long-term trial of this teaching and learning format, its linkage to curricular courses, and further research on its education-specific and practice-related effects are, therefore, necessary. PMID:27280141

The impact of peer-led simulations on student nurses.

PubMed

Valler-Jones, Tracey

Simulation within nurse education has been widely accepted as an educational approach. However, this is mainly led by the facilitator with the student maintaining a passive role in the learning. This paper describes a study that was undertaken to analyse the effectiveness of peer-led simulations in the undergraduate nursing programme. A mixed-method approach was used for this study design. This study took place in a simulation suite within a university in the Midlands. Twenty four second-year child branch students were purposively selected to take part. Students designed and facilitated a simulation based on the care of a critically ill child. Formal assessment of the learning was collected via the use of a structured clinical examination. Students completed an evaluation of their perceived confidence and competence levels. There was 100% pass rate in the assessment of students' clinical competence following the simulation. Thematic analysis of the evaluation highlighted the learning achieved by the students, not only of their clinical skills but also their personal development. The use of peer-led simulation promotes new learning and is a valuable educational approach.

Peripheral venous catheter insertion simulation training: A randomized controlled trial comparing performance after instructor-led teaching versus peer-assisted learning.

PubMed

Pelloux, Sophie; Grégoire, Arnaud; Kirmizigul, Patrice; Maillot, Sandrine; Bui-Xuan, Bernard; Llorca, Guy; Boet, Sylvain; Lehot, Jean-Jacques; Rimmelé, Thomas

2017-12-01

Peripheral venous catheter insertion is a procedural skill that every medical student should master. Training is often limited to a small number of students and is poorly evaluated. The objective of this study was to evaluate the performance of peer-assisted learning in comparison to instructor-led teaching for peripheral venous catheter insertion training. Students were randomized to the control group attending a traditional instructor-led training session (slideshow and demonstration by an anesthetist instructor, followed by training on a procedural simulator) or to the test group attending a peer-assisted training session (slideshow and demonstration video-recorded by the same instructor, followed by training on a procedural simulator). The primary endpoint was the performance of peripheral venous catheter insertion, assessed on procedural simulator one week later by blinded experts using a standardized 20-item grid. Students self-evaluated their confidence levels using a numeric 10-point scale. Eighty-six students were included, 73 of whom attended the assessment session. The median performance score was 12/20 [8-15] in the instructor-led teaching group versus 13/20 [11-15] in the peer-assisted learning group (P=0.430). Confidence levels improved significantly after the assessment session and were significantly higher in the peer-assisted learning group (7.6/10 [7.0-8.0] versus 7.0/10 [5.0-8.0], P=0.026). Peer-assisted learning is effective for peripheral venous catheter insertion training and can be as effective as instructor-led teaching. Given the large number of students to train, this finding is important for optimizing the cost-effectiveness of peripheral venous catheter insertion training. Copyright © 2017 Société française d’anesthésie et de réanimation (Sfar). Published by Elsevier Masson SAS. All rights reserved.

Learning to Lead: Self- and Peer Evaluation of Team Leaders in the Human Structure Didactic Block

ERIC Educational Resources Information Center

Chen, Laura P.; Gregory, Jeremy K.; Camp, Christopher L.; Juskewitch, Justin E.; Pawlina, Wojciech; Lachman, Nirusha

2009-01-01

Increasing emphasis on leadership in medical education has created a need for developing accurate evaluations of team leaders. Our study aimed to compare the accuracy of self- and peer evaluation of student leaders in the first-year Human Structure block (integrated gross anatomy, embryology, and radiology). Forty-nine first-year medical students…

Student-Faculty Team Teaching--A Collaborative Learning Approach

ERIC Educational Resources Information Center

Gucciardi, Enza; Mach, Calvin; Mo, Stephanie

2016-01-01

In this study, we aim to gage students' satisfaction, learning outcomes, and experiences with student-faculty team-teaching in an undergraduate quantitative-research-methods course. Three peer tutors co-taught with a faculty instructor each year, receiving pedagogical-placement credits. Data were collected via bi-weekly journals, a focus group,…

A pilot use of team-based learning in graduate public health education.

PubMed

Van der Putten, Marc; Vichit-Vadakan, Nuntavarn

2010-05-01

This pilot study was undertaken to determine the impact of team-based learning (TBL) on graduate students of public health in a Thai context. The pilot project adopted Michaelsen's approach with the aim of improving learning among Thai graduate students enrolled in public health ethics. This TBL approach attempted to motivate students to do pre-class reading and be active "in-class" learners. Pre-class preparation allowed teachers to address and concentrate on learning gaps, while team work promoted peer interaction and active learning. TBL was found to be useful in fostering student preparedness and to transform "passive" into "active" learning, which especially benefited students "academically at risk" through peer teaching opportunities. With TBL, students valued the relevance of the course content and learning materials. They had positive opinions regarding the effect of TBL on individual and group learning. TBL was perceived to be instrumental in translating conceptual into applicable knowledge, and stimulated individual efforts as well as accountability. This study should be useful to those considering using TBL for public health education.

Childhood football play and practice in relation to self-regulation and national team selection; a study of Norwegian elite youth players.

PubMed

Erikstad, Martin K; Høigaard, Rune; Johansen, Bjørn Tore; Kandala, Ngianga-Bakwin; Haugen, Tommy

2018-03-09

Childhood sport participation is argued to be important to understand differences in self-regulation and performance level in adolescence. This study sought to investigate if football-specific activities in childhood (6-12 years of age) is related to self-regulatory skills and national under 14- and 15-team selection in Norwegian elite youth football. Data of practice histories and self-regulatory skills of 515 youth football players selected at Norwegian regional level were collected and further analysed using multilevel analyses. The results revealed that high self-regulated players were more likely to be selected for national initiatives, and increased their involvement in peer-led football practice and adult-led football practice during childhood, compared to players with lower levels of self-regulation. While national level players reported higher levels of peer-led football play in childhood, the interaction effect suggest that the regional level players increased their involvement in peer-led play during childhood compared to national level players. In conclusion, the findings indicate that childhood sport participation may contribute to later differences in self-regulation, and highlights the importance of childhood engagement in football-specific play and practice in the development of Norwegian youth football players.

Doing It for Themselves: Students Creating a High Quality Peer-Learning Environment

ERIC Educational Resources Information Center

Galloway, Kyle W.; Burns, Simon

2015-01-01

To support our students during their study and exam preparation we have developed a novel synoptic revision exercise using the online PeerWise system. Academic staff involvement was passive after introducing the assignment to the cohort via scaffolding activities, thus generating an entirely student-led peer-learning environment for the task.…

On the Use of a Student Response System and Peer Tutors in Team Learning at the University of Kansas

NASA Astrophysics Data System (ADS)

Shawl, S. J.

2004-05-01

The author has used peer tutors as an important component of his teaching of "Astro 101" since the late 1970's. The ways in which the students in "Astro 101" gain from them, the ways in which the peer tutors themselves gain from the experience, and the ways in which the instructor benefits from the peer tutors will be briefly discussed. A computerized student response system (specifically the HyperInteractive Teaching Technology system: www.h-itt.com) replaced a previously used analog system beginning in the spring 2003 semester. The system has been used both for graded group-based reading quizzes and for in-class questions during the class period. They have been integrated into class within a pedagogical model called "Team Learning," which will be briefly described.

Team-Based Learning in a Subsection of a Veterinary Course as Compared to Standard Lectures

ERIC Educational Resources Information Center

Malone, Erin; Spieth, Amie

2012-01-01

Team-Based Learning (TBL) maximizes class time for student practice in complex problems using peer learning in an instructor-guided format. Generally entire courses are structured using the comprehensive guidelines of TBL. We used TBL in a subsection of a veterinary course to determine if it remained effective in this format. One section of the…

An Exploration of Peer-to-Peer Teaching and Learning at Postgraduate Level: The Experience of Two Student-Led Nvivo Workshops

ERIC Educational Resources Information Center

Deakin, Hannah; Wakefield, Kelly; Gregorius, Stefanie

2012-01-01

This paper explores peer-to-peer teaching and learning at a postgraduate level using the example of two NVivo workshops run by geography postgraduate students. The workshops took place in March and May 2011 and feedback was collected from all attendees in both sessions. This paper aims to provide a practical guide to organizing and facilitating…

Introducing peer worker roles into UK mental health service teams: a qualitative analysis of the organisational benefits and challenges.

PubMed

Gillard, Steve G; Edwards, Christine; Gibson, Sarah L; Owen, Katherine; Wright, Christine

2013-05-24

The provision of peer support as a component of mental health care, including the employment of Peer Workers (consumer-providers) by mental health service organisations, is increasingly common internationally. Peer support is strongly advocated as a strategy in a number of UK health and social care policies. Approaches to employing Peer Workers are proliferating. There is evidence to suggest that Peer Worker-based interventions reduce psychiatric inpatient admission and increase service user (consumer) empowerment. In this paper we seek to address a gap in the empirical literature in understanding the organisational challenges and benefits of introducing Peer Worker roles into mental health service teams. We report the secondary analysis of qualitative interview data from service users, Peer Workers, non-peer staff and managers of three innovative interventions in a study about mental health self-care. Relevant data was extracted from interviews with 41 participants and subjected to analysis using Grounded Theory techniques. Organisational research literature on role adoption framed the analysis. Peer Workers were highly valued by mental health teams and service users. Non-peer team members and managers worked hard to introduce Peer Workers into teams. Our cases were projects in development and there was learning from the evolutionary process: in the absence of formal recruitment processes for Peer Workers, differences in expectations of the Peer Worker role can emerge at the selection stage; flexible working arrangements for Peer Workers can have the unintended effect of perpetuating hierarchies within teams; the maintenance of protective practice boundaries through supervision and training can militate against the emergence of a distinctive body of peer practice; lack of consensus around what constitutes peer practice can result in feelings for Peer Workers of inequality, disempowerment, uncertainty about identity and of being under-supported. This research is indicative of potential benefits for mental health service teams of introducing Peer Worker roles. Analysis also suggests that if the emergence of a distinctive body of peer practice is not adequately considered and supported, as integral to the development of new Peer Worker roles, there is a risk that the potential impact of any emerging role will be constrained and diluted.

Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry

NASA Astrophysics Data System (ADS)

Kulatunga, Ushiri Kumarihamy

This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, Argumentation and participation patterns in general chemistry peer-led sessions, is focused on examining arguments and participation patterns in small student groups without peer leader intervention. The findings of this study revealed that students were mostly engaged in co-constructed arguments, that a discrepancy in the participation of the group members existed, and students were able to correct most of the incorrect claims on their own via argumentation. The second study, Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry, examines the interactive discourse of the peer leaders and the students during peer leader intervention. The relationship between the verbal behaviors of the peer leaders and the student argumentation is explored in this study. The findings of this study demonstrated that peer leaders used an array of verbal behaviors to guide students to construct chemistry concepts, and that a relationship existed between student argument components and peer leader verbal behaviors. The third study, Use of Tolumin's Argumentation Scheme for student discourse to gain insight about guided inquiry activities in college chemistry , is focused on investigating the relationship between student arguments without peer leader intervention and the structure of published guided inquiry ChemActivities. The relationship between argumentation and the structure of the activities is explored with respect to prompts, questions, and the segmented Learning Cycle structure of the ChemActivities. Findings of this study revealed that prompts were effective in eliciting arguments, that convergent questions produced more arguments than directed questions, and that the structure of the Learning Cycle successfully scaffolded arguments. A semester of video data from two different small student groups facilitated by two different peer leaders was used for these three related studies. An analytic framework based on Toulmin's argumentation scheme was used for the argumentation analysis of the studies. This dissertation work focused on the three central elements of the peer-led classroom, students, peer leader, and the ChemActivities, illuminates effective discourse important for group learning. Overall, this dissertation work contributes to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings of this dissertation work have valuable implications in the professional development of teachers specifically for group interventions in the implementation of cooperative learning reforms.

[Verification of Learning Effects by Team-based Learning].

PubMed

Ono, Shin-Ichi; Ito, Yoshihisa; Ishige, Kumiko; Inokuchi, Norio; Kosuge, Yasuhiro; Asami, Satoru; Izumisawa, Megumi; Kobayashi, Hiroko; Hayashi, Hiroyuki; Suzuki, Takashi; Kishikawa, Yukinaga; Hata, Harumi; Kose, Eiji; Tabata, Kei-Ichi

2017-11-01

 It has been recommended that active learning methods, such as team-based learning (TBL) and problem-based learning (PBL), be introduced into university classes by the Central Council for Education. As such, for the past 3 years, we have implemented TBL in a medical therapeutics course for 4-year students. Based upon our experience, TBL is characterized as follows: TBL needs fewer teachers than PBL to conduct a TBL module. TBL enables both students and teachers to recognize and confirm the learning results from preparation and reviewing. TBL grows students' responsibility for themselves and their teams, and likely facilitates learning activities through peer assessment.

Designing an Interactive Activity to Integrate Animal Physiology in the Context of Different Disciplines

ERIC Educational Resources Information Center

Escribano, Begona M.; Aguera, Estrella I.; Tovar, Pura

2011-01-01

In this article, the authors propose an activity which revolves around three elements (interactivity, team learning, and peer-to-peer instruction) and consists of the drafting of a "newspaper." The different characteristics of each of its sections permits the approach to the teaching/learning process, in the context of physiological…

Peer review in design: Understanding the impact of collaboration on the review process and student perception

NASA Astrophysics Data System (ADS)

Mandala, Mahender Arjun

A cornerstone of design and design education is frequent situated feedback. With increasing class sizes, and shrinking financial and human resources, providing rich feedback to students becomes increasingly difficult. In the field of writing, web-based peer review--the process of utilizing equal status learners within a class to provide feedback to each other on their work using networked computing systems--has been shown to be a reliable and valid source of feedback in addition to improving student learning. Designers communicate in myriad ways, using the many languages of design and combining visual and descriptive information. This complex discourse of design intent makes peer reviews by design students ambiguous and often not helpful to the receivers of this feedback. Furthermore, engaging students in the review process itself is often difficult. Teams can complement individual diversity and may assist novice designers collectively resolve complex task. However, teams often incur production losses and may be impacted by individual biases. In the current work, we look at utilizing a collaborative team of reviewers, working collectively and synchronously, in generating web based peer reviews in a sophomore engineering design class. Students participated in a cross-over design, conducting peer reviews as individuals and collaborative teams in parallel sequences. Raters coded the feedback generated on the basis of their appropriateness and accuracy. Self-report surveys and passive observation of teams conducting reviews captured student opinion on the process, its value, and the contrasting experience they had conducting team and individual reviews. We found team reviews generated better quality feedback in comparison to individual reviews. Furthermore, students preferred conducting reviews in teams, finding the process 'fun' and engaging. We observed several learning benefits of using collaboration in reviewing including improved understanding of the assessment criteria, roles, expectations, and increased team reflection. These results provide insight into how to improve the review process for instructors and researchers, and forms a basis for future research work in this area. With respect to facilitating peer review process in design based classrooms, we also present recommendations for creating effective review system design and implementation in classroom supported by research and practical experience.

SU-E-E-03: Shared Space Fosters Didactic and Professional Learning Across Professions for Medical and Physics Residents

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dieterich, S; Perks, J; Fragoso, R

Purpose: Medical Physicists and Radiation Oncologists are two professions who should be working as a team for optimal patient care, yet lack of mutual understanding about each others respective role and work environment creates barriers To improve collaboration and learning, we designed a shared didactic and work space for physics and radiation oncology residents to maximize interaction throughout their professional training. Methods: Physician and Physics residents are required to take the same didactic classes, including journal clubs and respective seminars. The residents also share an office environment among the seven physician and two physic residents. Results: By maximizing didactic overlapmore » and sharing office space, the two resident groups have developed a close professional relationship and supportive work environment. Several joint research projects have been initiated by the residents. Awareness of physics tasks in the clinic has led to a request by the physician residents to change physics didactics, converting the physics short course into a lab-oriented course for the medical residents which is in part taught by the physics residents. The physics seminar is given by both residency groups; increased motivation and interest in learning about physics has led to several medical resident-initiated topic selections which generated lively discussion. The physics long course has changed toward including more discussion among residents to delve deeper into topics and study beyond what passing the boards would require. A supportive work environment has developed, embedding the two physics residents into a larger residents group, allowing them to find mentor and peers more easily. Conclusion: By creating a shared work and didactic environment, physician and physics residents have improved their understanding of respective professional practice. Resident-initiated changes in didactic practice have led to improved learning and joint research. A strong social support system has developed, embedding physics residents into a larger peer group.« less

Maryland State Highway Administration research peer exchange, August 8-9, 2001.

DOT National Transportation Integrated Search

2001-08-01

The objectives of the peer exchange process were to: : Learn how the Maryland Department of Transportation manages and conducts : research; : Provide an occasion for all members of exchange team to think about research : management; : Exc...

Introducing peer worker roles into UK mental health service teams: a qualitative analysis of the organisational benefits and challenges

PubMed Central

2013-01-01

Background The provision of peer support as a component of mental health care, including the employment of Peer Workers (consumer-providers) by mental health service organisations, is increasingly common internationally. Peer support is strongly advocated as a strategy in a number of UK health and social care policies. Approaches to employing Peer Workers are proliferating. There is evidence to suggest that Peer Worker-based interventions reduce psychiatric inpatient admission and increase service user (consumer) empowerment. In this paper we seek to address a gap in the empirical literature in understanding the organisational challenges and benefits of introducing Peer Worker roles into mental health service teams. Methods We report the secondary analysis of qualitative interview data from service users, Peer Workers, non-peer staff and managers of three innovative interventions in a study about mental health self-care. Relevant data was extracted from interviews with 41 participants and subjected to analysis using Grounded Theory techniques. Organisational research literature on role adoption framed the analysis. Results Peer Workers were highly valued by mental health teams and service users. Non-peer team members and managers worked hard to introduce Peer Workers into teams. Our cases were projects in development and there was learning from the evolutionary process: in the absence of formal recruitment processes for Peer Workers, differences in expectations of the Peer Worker role can emerge at the selection stage; flexible working arrangements for Peer Workers can have the unintended effect of perpetuating hierarchies within teams; the maintenance of protective practice boundaries through supervision and training can militate against the emergence of a distinctive body of peer practice; lack of consensus around what constitutes peer practice can result in feelings for Peer Workers of inequality, disempowerment, uncertainty about identity and of being under-supported. Conclusions This research is indicative of potential benefits for mental health service teams of introducing Peer Worker roles. Analysis also suggests that if the emergence of a distinctive body of peer practice is not adequately considered and supported, as integral to the development of new Peer Worker roles, there is a risk that the potential impact of any emerging role will be constrained and diluted. PMID:23705767

Efficient and Effective Use of Peer Teaching for Medical Student Simulation.

PubMed

House, Joseph B; Choe, Carol H; Wourman, Heather L; Berg, Kristin M; Fischer, Jonathan P; Santen, Sally A

2017-01-01

Simulation is increasingly used in medical education, promoting active learning and retention; however, increasing use also requires considerable instructor resources. Simulation may provide a safe environment for students to teach each other, which many will need to do when they enter residency. Along with reinforcing learning and increasing retention, peer teaching could decrease instructor demands. Our objective was to determine the effectiveness of peer-taught simulation compared to physician-led simulation. We hypothesized that peer-taught simulation would lead to equivalent knowledge acquisition when compared to physician-taught sessions and would be viewed positively by participants. This was a quasi-experimental study in an emergency medicine clerkship. The control group was faculty taught. In the peer-taught intervention group, students were assigned to teach one of the three simulation-based medical emergency cases. Each student was instructed to master their topic and teach it to their peers using the provided objectives and resource materials. The students were assigned to groups of three, with all three cases represented; students took turns leading their case. Three groups ran simultaneously. During the intervention sessions, one physician was present to monitor the accuracy of learning and to answer questions, while three physicians were required for the control groups. Outcomes compared pre-test and post-test knowledge and student reaction between control and intervention groups. Both methods led to equally improved knowledge; mean score for the post-test was 75% for both groups (p=0.6) and were viewed positively. Students in the intervention group agreed that peer-directed learning was an effective way to learn. However, students in the control group scored their simulation experience more favorably. In general, students' response to peer teaching was positive, students learned equally well, and found peer-taught sessions to be interactive and beneficial.

Relationship between Leadership among Peers and Burnout in Sports Teams.

PubMed

Torrado, Julio; Arce, Constantino; Vales-Vázquez, Ángel; Areces, Alberto; Iglesias, Gabriel; Valle, Iván; Patiño, Gabriel

2017-04-03

This study has been conducted with the aim of ascertaining the relationship between peer leaders in sport teams and the levels of burnout experienced by their team-mates. A total of 219 Spanish athletes involved in football and basketball participated in the study. To measure leadership among peers, we employed the Sports Peer Leadership Scale, which comprises 24 items, grouped into 6 primary factors: empathy, influence on decision making, sports values, social support, training orientation and competition orientation. And to measure burnout, we employed the Athlete Burnout Questionnaire, which comprises 15 items which are indicators of physical and emotional exhaustion, devaluation and reduced sense of accomplishment among athletes. The results led to the conclusion that there is a statistically significant negative relationship between perceived leadership capacity and the levels of burnout experience by a team. The greater the level of leadership capacity perceived, the lower the levels of burnout will be. A multiple regression analysis with total burnout as dependent variable and social and task orientations of the leader as predictors showed standardized regression coefficients of -.241 (p = .010) and -.076 (p = .413), respectively for social and task orientation, being the effect size equal to .089.

The effects of passive and active learning on student preference and performance in an undergraduate basic science course.

PubMed

Minhas, Paras Singh; Ghosh, Arundhati; Swanzy, Leah

2012-01-01

Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical) teaching methods on students' retention of information and performance. For each year of the study, the course was divided into two time periods. The first half was dedicated to instructor-led lectures, followed by a control survey in which the students rated the efficiency of pedagogical learning on a five-point Likert scale from one (strongly disagree) to five (strongly agree). During the second period, students engaged in andragogical learning via peer-led seminars. An experimental survey was then administered to students using the same scale as above to determine students' preferred teaching method. Raw examination scores and survey results from both halves of the course were statistically analyzed by ANOVA with Newman-Keuls multiple comparison test. By the end of the study, student preference for peer-led seminars increased [mean ± SD: (2.47 ± 0.94)/(4.03 ± 1.36), P < 0.04], and examination scores significantly increased [mean ± SD: (73.91% ± 13.18)/(85.77 ± 5.22), P < 0.001]. A majority of students (68.8%) preferred a method that contained peer-led seminars and instructor-led lectures. These results may indicate that integration of active and passive learning into undergraduate courses may have greater benefit in terms of student preference and performance than either method alone. Copyright © 2012 American Association of Anatomists.

[Practical chemistry education provided by team-based learning (TBL) and peer evaluation].

PubMed

Yasuhara, Tomohisa; Konishi, Motomi; Nishida, Takahiro; Kushihata, Taro; Sone, Tomomichi; Kurio, Wasako; Yamamoto, Yumi; Nishikawa, Tomoe; Yanada, Kazuo; Nakamura, Mitsutaka

2014-01-01

Learning chemistry is cumulative: basic knowledge and chemical calculation skills are required to gain understanding of higher content. However, we often suffer from students' lack of learning skills to acquire these concepts. One of the reasons is the lack of adequate training in the knowledge and skills of chemistry, and one of the reasons for this lack is the lack of adequate evaluation of training procedures and content. Team-based learning (TBL) is a strong method for providing training in the knowledge and skills of chemistry and reaffirms the knowledge and skills of students of various levels. In our faculty, TBL exercises are provided for first-year students concurrently with lectures in physical chemistry and analytical chemistry. In this study, we researched the adoption of a peer evaluation process for this participatory learning model. Questionnaires taken after TBL exercises in the previous year showed a positive response to TBL. Further, a questionnaire taken after TBL exercises in the spring semester of the current year also yielded a positive response not only to TBL but also to peer evaluation. In addition, a significant correlation was observed between the improvement of students' grades in chemistry classes and the feeling the percentage (20%) of peer evaluation in overall evaluation low (logistic regression analysis, p=0.022). On the basis of the findings, we argue that TBL provides a generic, practical learning environment including an effective focus on learning strategy and evaluation of knowledge, skills, and attitudes, and studies on the educational effects of TBL and peer evaluation.

Effect of Peer-to-Peer Nurse-Physician Collaboration on Attitudes Toward the Nurse-Physician Relationship.

PubMed

Edwards, Pamela B; Rea, Jean B; Oermann, Marilyn H; Hegarty, Ellen J; Prewitt, Judy R; Rudd, Mariah; Silva, Susan; Nagler, Alisa; Turner, David A; DeMeo, Stephen D

The goal of this study was to pilot a novel peer-to-peer nurse-physician collaboration program and assess for changes in attitudes toward collaboration among a group of newly licensed nurses and resident physicians (n = 39). The program included large group meetings, with discussion of key concepts related to interprofessional collaboration. In unit-based teams, the registered nurses and physicians developed a quality improvement project to meet a need on their unit. Creating learning activities like this program enable nursing professional development specialists to promote interprofessional collaboration and learning.

Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

PubMed Central

Lang, Sarah; Maas, Martha

2010-01-01

We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups. PMID:21123696

Peer-assisted learning for foundation doctors.

PubMed

Thampy, Harish; Kersey, Nicola

2017-06-01

Peer-assisted learning (PAL) is a widely accepted learner-led educational model encouraging cooperative active learning. Whereas attention has historically focussed on the use of PAL in undergraduate contexts, less is known about the benefits and challenges of using PAL for postgraduate clinical trainees. This study describes the implementation and evaluation of a PAL scheme for UK foundation-year trainees (newly qualified doctors). Following a needs assessment, a peer-led component was introduced into the weekly foundation teaching programme at the hospital. Each week a peer tutor presented a topic relevant to the foundation curriculum, and peer participants provided written feedback. Questionnaire-based evaluation of the scheme was conducted 7 months after implementation. Ninety-eight per cent of trainees completed the evaluation. Eighty-eight per cent were satisfied with the PAL scheme. Crucially, PAL was seen to address historic barriers to effective learning. Educational content seemed to be better matched to the learning needs and experience of learners, with particular value placed on case-based peer discussions. Furthermore, PAL seemed to promote a learning environment in which questions and conjectures could be safely shared. Although some peer tutors found presenting to peers anxiety-provoking, the majority agreed that PAL not only helped develop their teaching ability but also positively impacted on their everyday clinical work. Less is known about the benefits and challenges of using PAL for postgraduate clinical trainees DISCUSSION: The PAL scheme was well received by participants and supports its use outside of its traditional undergraduate focus. Trainees identified a number of pedagogical benefits through serving as both tutor and tutee. Delivering teaching skills and feedback skills training were identified as future developments to further maximise the educational benefits of PAL. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

An interdisciplinary, team-based design for an oral and maxillofacial radiology course for postdoctoral dental students.

PubMed

Ramesh, Aruna; Ganguly, Rumpa; Qualters, Donna M

2014-09-01

This article describes the transition of an oral and maxillofacial radiology course from a traditional lecture format to an interactive case-based, team-based, interdisciplinary, and intraprofessional learning model in advanced dental education. Forty-four postdoctoral dental students were enrolled in the course over a twelve-week period in the fall semester 2012. The class consisted of U.S.- and foreign-trained dentists enrolled in advanced education programs in various dental disciplines. The course faculty preassigned interdisciplinary teams with four or five students in each. The class met once a week for an hour. Ten of the twelve sessions consisted of a team presentation, individual quiz, team quiz, and case discussion. Each member of a team completed peer evaluation of other team members during weeks six and twelve of the course. The final course grade was a composite of individual and team quiz grades, team presentation, and peer evaluation grades. The overall class average was 90.43. Ninety-five percent of the class (42/44) had total team grades equal to or greater than total individual quiz grades. The objective of creating a new case-based, team-based, interdisciplinary, intraprofessional learning model in advanced dental education was achieved, and the initial student perception of the new format was positive.

Unleashing the Power of Learning. An Interview with British Petroleum's John Browne.

ERIC Educational Resources Information Center

Prokesch, Steven E.

1997-01-01

British Petroleum's chief executive officer explains how the organization was redesigned to foster learning. Key topics include clear purpose, shared knowledge, distinctive relationships, breakthrough thinking, and peer team structure. (SK)

Research management peer exchange hosted by the Montana Department of Transportation, May 4-8, 1997.

DOT National Transportation Integrated Search

1997-05-01

The objectives of the peer exchange process were to: : learn how the Montana Department of Transportation manages and conducts research; : share information among members of the exchange team and customers of MDT Research : involved in the pe...

Seeking Effectiveness and Equity in a Large College Chemistry Course: An HLM Investigation of Peer-Led Guided Inquiry

ERIC Educational Resources Information Center

Lewis, Scott E.; Lewis, Jennifer E.

2008-01-01

This study employed hierarchical linear models (HLM) to investigate Peer-Led Guided Inquiry (PLGI), a teaching practice combining cooperative learning and inquiry and tailored for a large class. Ultimately, the study provided an example of the effective introduction of a reform pedagogical approach in a large class setting. In the narrative, the…

Effects of a Peer-Led Pain Management Program for Nursing Home Residents with Chronic Pain: A Pilot Study.

PubMed

Tse, Mimi Mun Yee; Yeung, Suey Shuk Yu; Lee, Paul Hong; Ng, Shamay Sheung Mei

2016-09-01

OBJECTIVES : To examine the feasibility of a peer-led pain management program among nursing home residents. DESIGN : A quasi-experimental design. SETTING : Two nursing homes. SUBJECTS : Fifty nursing home residents. METHODS : The experimental group (n = 32) was given a 12-week group-based peer-led pain management program. There were two 1-hour sessions per week. Education in pain and demonstrations of nonpharmacological pain management strategies were provided. The research team and 12 trained peers led the sessions. The control group (n = 18) received one 1-hour session of pain management program each week over 12 weeks from the research team only. Outcome measures for the participants were collected at baseline (P1) and at week 12 (P2). Data from peer volunteers were collected prior to training (V1) and at week 12 (V2). T-tests were used to compare the differences in outcome measures collected at two time points. RESULTS : There was a significant reduction in pain intensity from 5.8 ± 2.6 (P1) to 3.4 ± 2.5 (P2) for the experimental group (p = 0.003) and from 6.3 ± 3.0 (P1) to 3.1 ± 2.4 (P2) for the control group (p = 0.001). Activities of daily living significantly improved for both the experimental group (p = 0.008) and the control group (p = 0.014). There was an enhancement in happiness level for the experimental group (p < 0.001), while the loneliness level dropped significantly for the experimental group (p < 0.001) and the control group (p = 0.031). The peer volunteers showed a significant increase in self-rated pain management knowledge (2.9 ± 2.6 to 8.1 ± 1.2, p < 0.001) and self-efficacy in volunteering (5.8 ± 2.9 to 8.3 ± 1.5, p = 0.032). CONCLUSION : The peer-led pain management program was feasible and has potential in relieving chronic pain and enhancing the physical and psychological health of nursing home residents. © 2016 American Academy of Pain Medicine. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Tying It All Together

ERIC Educational Resources Information Center

Hirsh, Stephanie; Crow, Tracy

2017-01-01

The learning team cycle as described in "Becoming a Learning Team: A Guide to a Teacher-Led Cycle of Continuous Improvement" by Stephanie Hirsh and Tracy Crow was created to support teams of teachers working on particular lessons and instructional challenges within classrooms. Even as the day-to-day work of classroom teaching continues,…

Investigating the Potential Impacts of Energy Production in the Marcellus Shale Region Using the Shale Network Database

NASA Astrophysics Data System (ADS)

Brantley, S.; Pollak, J.

2016-12-01

The Shale Network's extensive database of water quality observations in the Marcellus Shale region enables educational experiences about the potential impacts of resource extraction and energy production with real data. Through tools that are open source and free to use, interested parties can access and analyze the very same data that the Shale Network team has used in peer-reviewed publications about the potential impacts of hydraulic fracturing on water. The development of the Shale Network database has been made possible through efforts led by an academic team and involving numerous individuals from government agencies, citizen science organizations, and private industry. With these tools and data, the Shale Network team has engaged high school students, university undergraduate and graduate students, as well as citizens so that all can discover how energy production impacts the Marcellus Shale region, which includes Pennsylvania and other nearby states. This presentation will describe these data tools, how the Shale Network has used them in educational settings, and the resources available to learn more.

Empirically Derived Lessons Learned about What Makes Peer-Led Exercise Groups Flourish.

PubMed

Fletcher, Kathlyn E; Ertl, Kristyn; Ruffalo, Leslie; Harris, LaTamba; Whittle, Jeff

2017-01-01

Physical exercise confers many health benefits, but it is difficult to motivate people to exercise. Although community exercise groups may facilitate initiation and persistence in an exercise program, reports regarding factors that allow such groups to flourish are limited. We performed a prospective qualitative evaluation of our experience starting a program of community-based, peer-led exercise groups for military veterans to identify important lessons learned. We synthesized data from structured observations, post-observation debriefings, and focus groups. Our participants were trained peer leaders and exercise group members. Our main outcomes consisted of empirically derived lessons learned during the implementation of a peer-led group exercise program for veterans at multiple community sites. We collected and analyzed data from 40 observation visits (covering 14 sites), 7 transcribed debriefings, and 5 focus groups. We identified five lessons learned. (1) The camaraderie and social aspect of the exercise groups provided motivation for people to stay involved. (2) Shared responsibility and commitment to each other by the group members was instrumental to success. (3) Regular meeting times encouraged participation. (4) Variety, especially getting outdoors, was very popular for some groups. (5) Modest involvement of professionals encouraged ongoing engagement with the program. Both social and programmatic issues influence implementation of group exercise programs for older, predominantly male, veterans. These results should be confirmed in other settings.

Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

ERIC Educational Resources Information Center

Chrispeels, H. E.; Klosterman, M. L.; Martin, J. B.; Lundy, S. R.; Watkins, J. M.; Gibson, C. L.; Muday, G. K.

2014-01-01

This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non-majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS)…

Country watch: Central African Republic (CAR).

PubMed

Aubel, J; Sobela, F; Voga, P

1997-01-01

This article describes the activities of the Community Peer AIDS Education Project, initiated in 1995 in the Central African Republic (CAR). The CAR project was created by the National AIDS Committee (NAC) and the US Peace Corps. A 4-day workshop was held at the onset for project staff and consultants. Staff developed a simple monitoring and evaluation (M&E) system that emphasizes "learning." M&E schemes measure project outputs, expenditures, and other measures of program implementation in order to help staff gradually improve implementation. M&E helps staff document activities, share information, and learn from the implementation process. Project activities are documented by maintaining community logbooks, taking photos of significant aspects of the educational activities, and leading informal discussion groups. The CAR project engaged in sharing and learning activities by holding meetings with peer leaders, team meetings, meetings with project managers, and meetings with the NAC. Once a month, peer field coordinators conducted a structured exercise with peer leaders. One aim was to gain their feedback on the successes and constraints of activities. Another was to make suggestions on how to improve activities. These structured exercises are recorded as lessons learned in a project book. Team meetings are held periodically. During meetings, staff review project books and photos and discuss successes and problems encountered. Project manager meetings provide time to share lessons learned and to suggest project strengthening options. NAC meetings between the project manager and field coordinators allow for a bottom-up learning process. CAR project staff were receptive to M&E efforts.

The evaluation of a peer-led question-writing task.

PubMed

Nwosu, Amara; Mason, Stephen; Roberts, Anita; Hugel, Heino

2013-06-01

  Novel studies have previously highlighted the educational benefits of peer-led learning and peer marking of examinations. Limited data exist about the educational value of students writing their own exam questions and sharing these with other students.   To evaluate the potential for medical students to learn about palliative care through the process of writing examination questions. methods:  Fourth-year medical students on a palliative medicine rotation were invited to write a short-answer exam question in a similar format to the official examination run by the medical school. The questions were checked for accuracy and applicability by the coordinator, and were then distributed to students. The answers to the student-generated questions were discussed in a feedback forum at the end of the rotation.   Twenty students took part in the exercise. All agreed the exercise was beneficial to their learning. Eighteen (90%) students did not feel the task was too much additional work. Eight (40%) students felt more confident in passing the official medical school exams. Students enjoyed the exercise, with 19 (95%) indicating that they were keen to repeat this in the future.   Peer-led examination question writing could complement the delivery of palliative care teaching for medical students. © 2013 John Wiley & Sons Ltd.

Creating a Culture for Evidence-Based Assessment of Learning

ERIC Educational Resources Information Center

Grannan, Sharisse; Calkins, Susanna

2018-01-01

An annual Learning, Teaching, and Assessment Forum supports peer-led conversations among faculty about their own evidence-based assessment initiatives and promotes dialogue about the value of assessment for improving learning and teaching.

Strengthening Deeper Learning through Virtual Teams in E-Learning: A Synthesis of Determinants and Best Practices

ERIC Educational Resources Information Center

Makani, Joyline; Durier-Copp, Martine; Kiceniuk, Deborah; Blandford, Alieda

2016-01-01

Globally, e-learning is gaining popularity as its potential contributions to economic and social development are recognised. However, its full potential has not been realised, as most e-learning practices merely replicate traditional existing teaching methods and have not fully exploited the interactive and social components of peer learning.…

Peer-led prenatal breast-feeding education: a viable alternative to nurse-led education.

PubMed

Rempel, Lynn A; Moore, Katrina C J

2012-02-01

To evaluate a prenatal breast-feeding class developed and facilitated by peer Breast-feeding Buddies. Non-equivalent control group quasi-experimental study comparing participants of the peer-led class (PLC) to those attending an established hospital-based breast-feeding nurse-led class (NLC). A brief questionnaire was completed immediately prior to the class, and telephone interviews were conducted approximately one week following the class, and one and six months post partum. 54 expectant mothers who registered for the community PLC and 55 expectant mothers who registered for the NLC. Breast-feeding intentions were measured at all time-points. Class evaluations, breast-feeding experiences, and breast-feeding support were measured at all post-class interviews. Both classes were considered worthwhile, but the PLC class was rated as more helpful and participants appreciated learning from the peers' personal experiences. Mothers taught by peers were more likely to access peer breast-feeding support. PLC participants initially decreased their prenatal breast-feeding duration intentions but had significantly stronger intentions to continue breast feeding at six months than did NLC mothers. A peer-led prenatal breast-feeding class is as effective as a traditional model of breast-feeding education and is a valuable tool to promote and support successful breast feeding. RECOMMENDATIONS FOR PRACTICE: Peer-led breast-feeding classes should be provided to enhance the accessibility of breast-feeding education and support for expectant mothers. Copyright © 2010 Elsevier Ltd. All rights reserved.

Do collaborative practical tests encourage student-centered active learning of gross anatomy?

PubMed

Green, Rodney A; Cates, Tanya; White, Lloyd; Farchione, Davide

2016-05-06

Benefits of collaborative testing have been identified in many disciplines. This study sought to determine whether collaborative practical tests encouraged active learning of anatomy. A gross anatomy course included a collaborative component in four practical tests. Two hundred and seven students initially completed the test as individuals and then worked as a team to complete the same test again immediately afterwards. The relationship between mean individual, team, and difference (between team and individual) test scores to overall performance on the final examination (representing overall learning in the course) was examined using regression analysis. The overall mark in the course increased by 9% with a decreased failure rate. There was a strong relationship between individual score and final examination mark (P < 0.001) but no relationship for team score (P = 0.095). A longitudinal analysis showed that the test difference scores increased after Test 1 which may be indicative of social loafing and this was confirmed by a significant negative relationship between difference score on Test 4 (indicating a weaker student) and final examination mark (P < 0.001). It appeared that for this cohort, there was little peer-to-peer learning occurring during the collaborative testing and that weaker students gained the benefit from team marks without significant active learning taking place. This negative outcome may be due to insufficient encouragement of the active learning strategies that were expected to occur during the collaborative testing process. An improved understanding of the efficacy of collaborative assessment could be achieved through the inclusion of questionnaire based data to allow a better interpretation of learning outcomes. Anat Sci Educ 9: 231-237. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Investigating the Potential Impacts of Energy Production in the Marcellus Shale Region Using the Shale Network Database

NASA Astrophysics Data System (ADS)

Brantley, S.; Brazil, L.

2017-12-01

The Shale Network's extensive database of water quality observations enables educational experiences about the potential impacts of resource extraction with real data. Through tools that are open source and free to use, researchers, educators, and citizens can access and analyze the very same data that the Shale Network team has used in peer-reviewed publications about the potential impacts of hydraulic fracturing on water. The development of the Shale Network database has been made possible through efforts led by an academic team and involving numerous individuals from government agencies, citizen science organizations, and private industry. Thus far, these tools and data have been used to engage high school students, university undergraduate and graduate students, as well as citizens so that all can discover how energy production impacts the Marcellus Shale region, which includes Pennsylvania and other nearby states. This presentation will describe these data tools, how the Shale Network has used them in developing lesson plans, and the resources available to learn more.

Active participation instead of passive behaviour opens up new vistas in education of veterinary anatomy and histology.

PubMed

Plendl, J; Bahramsoltani, M; Gemeinhardt, O; Hünigen, H; Kässmeyer, S; Janczyk, P

2009-10-01

Teaching morphology, a fundamental part of medicine curricula is traditionally based on lectures and practical trainings. We introduced peer-assisted learning (PAL) and student expert teams to the courses to give the students the possibility to improve their free speech and self-confidence. We involved students in active preparation of online materials such as labelled e-slides and e-pics. We offered online digital microscopy (Zoomify) and dissection (CyberPrep) allowing repeating the learned material and studying veterinary morphology outside the dissection theatre. Over 60% of first and third semester students profited from being a peer or being taught by a peer and 50% said the expert teams were an excellent method to learn the topographic anatomy. Almost all students applied Zoomify and CyberPrep and 75% of them found the digital microscopy and dissection to be a helpful or very helpful learning tool. In face of reduced contact hours, these forms of education compensated in part the lost teaching time. We observed improvement of rhetoric and presentation skills and self-confidence. The approaches should therefore find their constant place in the veterinary medicine curricula.

Validity and reliability assessment of a peer evaluation method in team-based learning classes.

PubMed

Yoon, Hyun Bae; Park, Wan Beom; Myung, Sun-Jung; Moon, Sang Hui; Park, Jun-Bean

2018-03-01

Team-based learning (TBL) is increasingly employed in medical education because of its potential to promote active group learning. In TBL, learners are usually asked to assess the contributions of peers within their group to ensure accountability. The purpose of this study is to assess the validity and reliability of a peer evaluation instrument that was used in TBL classes in a single medical school. A total of 141 students were divided into 18 groups in 11 TBL classes. The students were asked to evaluate their peers in the group based on evaluation criteria that were provided to them. We analyzed the comments that were written for the highest and lowest achievers to assess the validity of the peer evaluation instrument. The reliability of the instrument was assessed by examining the agreement among peer ratings within each group of students via intraclass correlation coefficient (ICC) analysis. Most of the students provided reasonable and understandable comments for the high and low achievers within their group, and most of those comments were compatible with the evaluation criteria. The average ICC of each group ranged from 0.390 to 0.863, and the overall average was 0.659. There was no significant difference in inter-rater reliability according to the number of members in the group or the timing of the evaluation within the course. The peer evaluation instrument that was used in the TBL classes was valid and reliable. Providing evaluation criteria and rules seemed to improve the validity and reliability of the instrument.

Undergraduate Peer Learning and Public Digital Humanities Research

ERIC Educational Resources Information Center

Draxler, Bridget; Hsieh, Haowei; Dudley, Nicole; Winet, Jon

2012-01-01

In conjunction with Iowa City's 2008 designation as a UNESCO City of Literature, an interdisciplinary team of University of Iowa faculty, graduate and undergraduate student researchers formed UCOL--the University of Iowa UNESCO City of Literature Mobile Application Development Team. The project brings together community partners, faculty, students…

Middle-class mothers' perceptions of peer and sibling victimization among children with Asperger's syndrome and nonverbal learning disorders.

PubMed

Little, Liza

2002-01-01

This article describes the yearly prevalence and frequency of peer and sibling victimization as reported by a large national sample of middle-class mothers of children with Asperger's syndrome and nonverbal learning disorders. An anonymous, mailed survey was sent to families solicited from two national Internet sites for parents of children with Asperger's and nonverbal learning disorders using the Comprehensive Juvenile Victimization scale and three questions designed to measure peer shunning. The overall prevalence rate reported by mothers of peer victimization was 94%. Mothers reported that almost three-quarters of their children had been hit by peers or siblings in the past year and 75% had been emotionally bullied. On the more severe end of peer victimization, 10% of the children were attacked by a gang in the past year and 15% were victims of nonsexual assaults to the genitals. Peer shunning also was common. A third of the children had not been invited to a single birthday party in the past year, and many were eating alone at lunch or were picked last for teams. Peer shunning was significantly correlated with peer bullying and assault. The high rates of peer shunning and peer victimization reported suggest that children with Asperger's and nonverbal learning disorders may require further scrutiny and attention concerning their victimization experiences by peers and siblings. Implications for nursing professionals are reviewed.

Transitioning from Faculty-Led Lecture to Student-Centered Field Learning Facilitated by Near-Peer Mentors: Preliminary Findings from the GeoFORCE/ STEMFORCE Program.

NASA Astrophysics Data System (ADS)

Berry, M.; Wright, V. D.; Ellins, K. K.; Browder, M. G. J.; Castillo, R.; Kotowski, A. J.; Libarkin, J. C.; Lu, J.; Maredia, N.; Butler, N.

2017-12-01

GeoFORCE Texas, a geology-based outreach program in the Jackson School of Geosciences, offers weeklong summer geology field based courses to secondary students from minority-serving high schools in Texas and the Bahamas. Students transitioning from eighth to ninth grade are recruited into the program and ideally remain in GeoFORCE for four years. The program aims to empower underrepresented students by exposing them to experiences intended to inspire them to pursue geoscience or other STEM careers. Since the program's inception in 2005, GeoFORCE Texas has relied on a mix of classroom lectures delivered by a geoscience faculty member and time in the field. Early research findings from a National Science Foundation-sponsored GeoPaths-IMPACT project are influencing the evolution of field instruction away from the faculty-led lecture model to student-centered learning that may improve students' grasp of key geological concepts. The eleventh and twelfth grade programs are shifting towards this strategy. Each trip is facilitated by a seven-person team comprised of a geoscience graduate student, master teachers, four undergraduate geology students, and preservice teachers. Members of the instructional team reflected the racial, ethnic, and cultural diversity that the geoscience strives to achieve; all are excellent role models for GeoFORCE students. The outcome of the most recent Central Texas twelfth grade trip, which used a student-centered, project-based approach, was especially noteworthy. Each group was given a topic to apply to what they saw in the field, such as fluvial systems, cultural significance, or geohazards, etc., and present in any manner in front of peers and a panel of geoscience experts. Students used the latest presentation technology available to them (e.g. Prezi, iMovies) and sketches and site notes from field stops. The final presentations were clear, informative, and entertaining. It can be concluded that the students were more engaged with the peer-teaching method than in prior years when they read the field manuals. Knowing they had to produce a presentation gave them motivation to focus and absorb information. They successfully took their new geological knowledge and applied existing skillsets that will be useful for college and, hopefully, a future career in geosciences or STEM field.

Cooperative Learning through Team-Based Projects in the Biotechnology Industry †

PubMed Central

Luginbuhl, Sarah C.; Hamilton, Paul T.

2013-01-01

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting. PMID:24358386

Cooperative Learning through Team-Based Projects in the Biotechnology Industry.

PubMed

Luginbuhl, Sarah C; Hamilton, Paul T

2013-01-01

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students' professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

Participation in Peer-Led Academic Support Services: One Adaptation of a Natural Sciences Peer Learning Model to Enrichment in the Humanities

ERIC Educational Resources Information Center

Cheng, Stephen; Johnston, Susan

2014-01-01

Supplemental instruction (SI) has proven highly effective at improving success rates in high-risk first and second-year courses, in part because peerled SI sessions inculcate best-practice study skills in a specific learning context which provides opportunities for skill mastery. A successful SI program in the Faculty of Science at the University…

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students.

PubMed

Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson

2015-12-25

To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

PubMed Central

Sadowski, Cheryl A.; Li, Johnson Ching-hong; Pasay, Darren

2015-01-01

Objective. To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). Design. The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. Assessment. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. Conclusion. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices. PMID:26889067

Student and Faculty Perspectives on Motivation to Collaborate in a Service-Learning Course

ERIC Educational Resources Information Center

Pope-Ruark, Rebecca; Ransbury, Paige; Brady, Mia; Fishman, Rachel

2014-01-01

This case study, an example of scholarship of teaching and learning (SoTL) research, explores student motivations to collaborate with both peer teams and community partners in a service-learning course. Written by one instructor and three undergraduates, the article draws on personal narratives, student reflections, and a postcourse student…

Student Team Achievement Divisions (STAD) Technique through the Moodle to Enhance Learning Achievement

ERIC Educational Resources Information Center

Tiantong, Monchai; Teemuangsai, Sanit

2013-01-01

One of the benefits of using collaborative learning is enhancing learning achievement and increasing social skills, and the second benefits is as the more students work together in collaborative groups, the more they understand, retain, and feel better about themselves and their peers, moreover working together in a collaborative environment…

Family Support in Prevention Programs for Children at Risk for Emotional/Behavioral Problems

PubMed Central

Olin, S. Serene; Kim, Annie; Hoagwood, Kimberly E.; Burns, Barbara J.

2014-01-01

We conducted a review of empirically based prevention programs to identify prevalence and types of family support services within these programs. A total of 238 articles published between 1990 and 2011 that included a family support component were identified; 37 met criteria for inclusion. Following the Institute of Medicine’s typology, prevention programs were categorized as universal, selective, or indicated; programs containing more than one prevention level were characterized as multilevel. Family support types included those led by a mental health professional, led by a peer, or team-led. Among the 37 prevention programs reviewed, 27% (n = 10) were universal, 41% (n = 15) were selective, 16% (n = 6) were indicated, and 16% (n = 6) were multi-level. The predominant model of family support was professionally led (95%, n = 35). Two (n = 5%) provided team-led services. None were purely peer-led. In terms of content of family support services, all (100%, n = 37) provided instruction/skill build. Information and education was provided by 70% (n = 26), followed by emotional support (n = 11, 30%) and instrumental or concrete assistance (n = 11, 30%). Only 14% (n = 5) provided assistance with advocacy. The distribution of models and content of services in prevention studies differ from family support within treatment studies. As family support is likely to be an enduring component of the child and family mental health service continuum, comparative effectiveness studies are needed to inform future development. PMID:22080305

Family support in prevention programs for children at risk for emotional/behavioral problems.

PubMed

Cavaleri, Mary A; Olin, S Serene; Kim, Annie; Hoagwood, Kimberly E; Burns, Barbara J

2011-12-01

We conducted a review of empirically based prevention programs to identify prevalence and types of family support services within these programs. A total of 238 articles published between 1990 and 2011 that included a family support component were identified; 37 met criteria for inclusion. Following the Institute of Medicine's typology, prevention programs were categorized as universal, selective, or indicated; programs containing more than one prevention level were characterized as multi-level. Family support types included those led by a mental health professional, led by a peer, or team-led. Among the 37 prevention programs reviewed, 27% (n=10) were universal, 41% (n=15) were selective, 16% (n=6) were indicated, and 16% (n=6) were multi-level. The predominant model of family support was professionally led (95%, n=35). Two (n=5%) provided team-led services. None were purely peer-led. In terms of content of family support services, all (100%, n=37) provided instruction/skill build. Information and education was provided by 70% (n=26), followed by emotional support (n=11, 30%) and instrumental or concrete assistance (n=11, 30%). Only 14% (n=5) provided assistance with advocacy. The distribution of models and content of services in prevention studies differ from family support within treatment studies. As family support is likely to be an enduring component of the child and family mental health service continuum, comparative effectiveness studies are needed to inform future development.

Practical Team-Based Learning from Planning to Implementation

PubMed Central

Bell, Edward; Eng, Marty; Fuentes, David G.; Helms, Kristen L.; Maki, Erik D.; Vyas, Deepti

2015-01-01

Team-based learning (TBL) helps instructors develop an active teaching approach for the classroom through group work. The TBL infrastructure engages students in the learning process through the Readiness Assessment Process, problem-solving through team discussions, and peer feedback to ensure accountability. This manuscript describes the benefits and barriers of TBL, and the tools necessary for developing, implementing, and critically evaluating the technique within coursework in a user-friendly method. Specifically, the manuscript describes the processes underpinning effective TBL development, preparation, implementation, assessment, and evaluation, as well as practical techniques and advice from authors’ classroom experiences. The paper also highlights published articles in the area of TBL in education, with a focus on pharmacy education. PMID:26889061

Engaging Parents in Reproductive Health Education: Lessons Learned Implementing a Parent Designed, Peer-Led Educational Model for Parents of Preteens

ERIC Educational Resources Information Center

Wooden, Cherie L.; Anderson, Frances R.

2012-01-01

Engaging and supporting parents to provide sexuality education to their children is successful when parents take ownership of the intervention. The purpose of this article is to illustrate the lessons learned from implementing a parent-designed, parent-led sexuality education curriculum for parents of preteens (10-14 year olds). The parents…

Evaluation of postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning: a descriptive study.

PubMed

Currey, Judy; Oldland, Elizabeth; Considine, Julie; Glanville, David; Story, Ian

2015-02-01

The aim of this study was to evaluate postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning (TBL). A descriptive pre and post interventional design was used. Study data were collected by surveys and observation. University postgraduate critical care nursing programme. Students' attitudes to learning within teams (Team Experience Questionnaire) and student engagement (observed and self-reports). Twenty-eight of 32 students agreed to participate (87% response rate). There were significant changes in students' attitudes to learning within teams including increases in overall satisfaction with team experience, team impact on quality of learning, team impact on clinical reasoning ability and professional development. There was no significant increase in satisfaction with peer evaluation. Observation and survey results showed higher student engagement in TBL classes compared with standard lecturing. Postgraduate critical care nursing students responded positively to the introduction of TBL and showed increased engagement with learning. In turn, these factors enhanced nurses' professional skills in teamwork, communication, problem solving and higher order critical thinking. Developing professional skills and advancing knowledge should be core to all critical care nursing education programmes to improve the quality and safety of patient care. Copyright © 2014 Elsevier Ltd. All rights reserved.

Grading the Group: QUANTA 2.0 and the Peer Review

ERIC Educational Resources Information Center

Blanton, Casey; Flota, Michael; Gunshanan, Frank

2013-01-01

Can students assess their peers on collaboration, a key practice in learning communities? The QUANTA program is a team-taught, two-semester coordinated studies program that is over 25 years old. The central governing ideas for the program are a belief in the social construction of knowledge, and recognition of the value of active, collaborative…

The Effects of Peer-Interaction Styles in Team Blogs on Students' Cognitive Thinking and Blog Participation

ERIC Educational Resources Information Center

Xie, Ying; Ke, Fengfeng; Sharma, Priya

2010-01-01

Deep cognitive thinking refers to a learner's purposeful and conscious manipulation of ideas toward meaningful learning. Strategies such as journaling/blogging and peer feedback have been found to promote deep thinking. This article reports a research study about the effects of two different blog leader styles on students' deep thinking as…

Peer Assisted Study Sessions and Student Performance: The Role of Academic Engagement, Student Identity, and Statistics Self-Efficacy

ERIC Educational Resources Information Center

Spedding, Jason; Hawkes, Amy J.; Burgess, Matthew

2017-01-01

The initial year of university is often a sensitive period for new students. Commencing students may lack the necessary skills and resources to adapt to unfamiliar learning environments. One intervention demonstrating academic benefits is Peer Assisted Study Sessions (PASS). PASS is a structured peer led study group where students collectively…

A Social-Constructivist Approach in Physical Education: Influence of Dyadic Interactions on Tactical Choices in an Instructional Team Sport Setting

ERIC Educational Resources Information Center

Damis-Paraboschi, Florence; Lafont, Lucile; Menaut, Andre

2005-01-01

The purpose of this study was to analyze the role of dyadic verbal peer interactions in a team sport such as handball. Participants, 20 boys and 20 girls aged between 11 and 12, were assigned to two learning condition groups. The task was an instructional setting in team handball (2 attackers against 1 defender in each half court). The…

An Observational Case Study of Near-peer Teaching in Medical and Pharmacy Experiential Training.

PubMed

Sharif-Chan, Bayan; Tankala, Dipti; Leong, Christine; Austin, Zubin; Battistella, Marisa

2016-09-25

Objective. To compare peer teaching in a medical and a pharmacy clinical teaching unit and to provide suggestions for future research in pharmacy near-peer teaching. Methods. This exploratory observational study used principles of ethnographic methodology for data collection and analysis. Observations were collected in a large downtown teaching hospital. An average of 4-6 hours per day were spent observing a team of medical trainees from the Faculty (School) of Medicine in the general internal medicine (unit for two weeks, followed by a team of pharmacy trainees in an ambulatory hemodialysis (HD) unit for two weeks. Data was collected through field notes and informal interviews that were audiotaped and subsequently transcribed. Data was interpreted by the observer and reviewed weekly by two impartial pharmacists. Results. Five major themes emerged: (1) influence of peer teaching hierarchy; (2) educational distance between peer learners and teachers; (3) effect of the clinical teaching unit size on peer learning; (4) trainees' perception of their teaching role in the clinical teaching unit; and (5) influence of daily schedule and workload on peer teaching. As opposed to pharmacy, a hierarchy and pyramidal structure of peer teaching was observed in medical experiential training. There appeared to be no effect of educational distance on near peer teaching; however, perception of teaching role and influence of daily schedule affected near-peer teaching. Conclusion. Through initial comparisons of medical and pharmacy clinical teaching units, this study provides a reflection of elements that may be necessary to successfully implement near-peer teaching in pharmacy experiential training. Future studies in this area should assess learning outcomes and participant satisfaction, preceptor workload, and impact on patient care.

An Observational Case Study of Near-peer Teaching in Medical and Pharmacy Experiential Training

PubMed Central

Sharif-Chan, Bayan; Tankala, Dipti; Leong, Christine; Austin, Zubin

2016-01-01

Objective. To compare peer teaching in a medical and a pharmacy clinical teaching unit and to provide suggestions for future research in pharmacy near-peer teaching. Methods. This exploratory observational study used principles of ethnographic methodology for data collection and analysis. Observations were collected in a large downtown teaching hospital. An average of 4-6 hours per day were spent observing a team of medical trainees from the Faculty (School) of Medicine in the general internal medicine (unit for two weeks, followed by a team of pharmacy trainees in an ambulatory hemodialysis (HD) unit for two weeks. Data was collected through field notes and informal interviews that were audiotaped and subsequently transcribed. Data was interpreted by the observer and reviewed weekly by two impartial pharmacists. Results. Five major themes emerged: (1) influence of peer teaching hierarchy; (2) educational distance between peer learners and teachers; (3) effect of the clinical teaching unit size on peer learning; (4) trainees’ perception of their teaching role in the clinical teaching unit; and (5) influence of daily schedule and workload on peer teaching. As opposed to pharmacy, a hierarchy and pyramidal structure of peer teaching was observed in medical experiential training. There appeared to be no effect of educational distance on near peer teaching; however, perception of teaching role and influence of daily schedule affected near-peer teaching. Conclusion. Through initial comparisons of medical and pharmacy clinical teaching units, this study provides a reflection of elements that may be necessary to successfully implement near-peer teaching in pharmacy experiential training. Future studies in this area should assess learning outcomes and participant satisfaction, preceptor workload, and impact on patient care. PMID:27756922

Ready to learn physics: a team-based learning model for first year university

NASA Astrophysics Data System (ADS)

Parappilly, Maria; Schmidt, Lisa; De Ritter, Samantha

2015-09-01

Team-based learning (TBL) is an established model of group work which aims to improve students' ability to apply discipline-related content. TBL consists of a readiness assurance process (RAP), student groups and application activities. While TBL has not been implemented widely in science, technology, engineering and mathematics disciplines, it has been effective in improving student learning in other disciplines. This paper describes the incorporation of TBL activities into a non-calculus based introductory level physics topic—Physics for the Modern World. Students were given pre-class preparation materials and an individual RAP online test before the workshops. The pre-workshop individual RAP test ensured that all students were exposed to concept-based questions before their workshops and motivated them to use the preparatory materials in readiness for the workshop. The students were placed into random teams and during the first part of the workshop, the teams went through a subset of the quiz questions (team RAP test) and in the remaining time, teams completed an in-class assignment. After the workshop students were allowed another attempt at the individual RAP test to see if their knowledge had improved. The ability of TBL to promote student learning of key concepts was evaluated by experiment using pre- and post- testing. The students’ perception of TBL was monitored by discussion posts and survey responses. Finally, the ability of TBL to support peer-peer interaction was evaluated by video analysis of the class. We found that the TBL process improved student learning; students did interact with each other in class; and the students had a positive view of TBL. To assess the transferability of this model to other topics, we conducted a comparison study with an environmental science topic which produced similar results. Our study supports the use of this TBL model in science topics.

Essential elements in teaming: Creation of a team rubric

DOT National Transportation Integrated Search

2002-12-01

To further meet the needs of faculty and students at the University of Idaho in the College of Engineering, the Learning Environment Developers (a group of seven undergraduate mechanical engineering students known as Team LED) proposed to develop a r...

E-learning and near-peer teaching in electrocardiogram education: a randomised trial.

PubMed

Davies, Andrew; Macleod, Rachael; Bennett-Britton, Ian; McElnay, Philip; Bakhbakhi, Danya; Sansom, Jane

2016-06-01

Near-peer teaching and electronic learning (e-learning) are two effective modern teaching styles. Near-peer sessions provide a supportive learning environment that benefits both the students and the tutor. E-learning resources are flexible and easily distributed. Careful construction and regular editing can ensure that students receive all of the essential material. The aim of this study is to compare the efficacy of e-learning and near-peer teaching during the pre-clinical medical curriculum. Thirty-nine second-year medical students were consented and randomised into two groups. Each group received teaching on electrocardiogram (ECG) interpretation from a predefined syllabus. Eighteen students completed an e-learning module and 21 students attended a near-peer tutorial. Students were asked to complete a multiple-choice exam, scored out of 50. Each student rated their confidence in ECG interpretation before and after their allocated teaching session. The near-peer group (84%) demonstrated a significantly higher performance than the e-learning group (74.5%) on the final assessment (p = 0.002). Prior to the teaching, the students' mean confidence scores were 3/10 in both the near-peer and e-learning groups (0, poor; 10, excellent). These increased to 6/10 in both cases following the teaching session. Both teaching styles were well received by students and improved their confidence in ECG interpretation. Near-peer teaching led to superior scores in our final assessment. Given the congested nature of the modern medical curriculum, direct comparison of the efficacy of these methods may aid course design. The aim of this study is to compare the efficacy of e-learning and near-peer teaching. © 2015 John Wiley & Sons Ltd.

Can a Hypermedia Cooperative e-Learning Environment Stimulate Constructive Collaboration?

ERIC Educational Resources Information Center

Pragnell, Mary Victoria; Roselli, Teresa; Rossano, Veronica

2006-01-01

The growing use of the Internet in learning environments has led to new models being created addressing specific learning domains, as well as more general educational goals. In particular, in recent years considerable attention has been paid to collaborative learning supported by technology, because this mode can enhance peer interaction and group…

Healthcare students as innovative partners in the development of future healthcare services: An action research approach.

PubMed

Norbye, Bente

2016-11-01

Health care systems in Norway and the western world have experienced extensive changes due to patients living longer with complex conditions that require coordinated care. A Norwegian healthcare reform has led to significant restructuring in service delivery as a devolution of services to municipalities. Partners from three rural healthcare services, students from four professional programmes, and one lecturer from each of the professional programmes used a collaborative approach to obtain new knowledge through interprofessional practice. Using an action research design, the research group facilitated democratic processes through dialogues with healthcare services and students. The design is visualised as a cyclical process in which each cycle contributes to improvements, innovations, and increased understanding. A total of 32 students and 3 supervisors were interviewed before and after the clinical practice experiences. Fieldwork was conducted during three clinical periods. Interprofessional student groups formed small healthcare teams and assessed patients with chronic and long-term conditions. Students prepared and negotiated patient follow-up. The teams' responsibilities led to reflective practices that enhanced their professional knowledge. The teams achieved a new understanding of patient situations, which influenced "second opinions" for patients with complex conditions and led to innovative practices. The change in perception of patient needs led to a changed professional approach. The students' perceptions changed as they learned from and about each other and in collaboration with the health service; this led to more coordinated care of patients with complex conditions. Interprofessional learning in community settings provided a platform to improve both healthcare education and rural healthcare services. This research contributes to knowledge of how students' placement in interprofessional teams can enhance students learning from, with and about each other. The student teams promoted new ways of approaching and delivering complex patient treatment and care in community healthcare service. Collaborative partnerships in interprofessional learning have potential in the wider international arena as a means for practice improvement. Copyright © 2016 Elsevier Ltd. All rights reserved.

Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum?

PubMed

Furmedge, Daniel S; Iwata, Kazuya; Gill, Deborah

2014-09-01

Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented. Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices. These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain. Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted "teaching". In particular, they are in a prime position to develop resources and conduct research and evaluation within the program. Their participation in all stages enables them to feel involved in course development and education of their peers and ultimately leads to an increase in student satisfaction.

Geophysics field school: A team-based learning experience for students and faculty

NASA Astrophysics Data System (ADS)

Karchewski, B.; Innanen, K. A.; Lauer, R. M.; Pidlisecky, A.

2016-12-01

The core challenge facing a modern science educator is to deliver a curriculum that reaches broadly and deeply into the technical domain, while also helping students to develop fundamental scientific skills such as inquiry, critical thinking and technical communication. That is, our aim is for students to achieve significant learning at all levels summarized by Bloom's Taxonomy of Educational Objectives. It is not always clear how to achieve the full spectrum of goals, with much debate over which component is more important in a science education. Team-based and experiential learning are research-supported approaches that aim to reach across the spectrum by placing students in a setting where they solve practical problems in teams of peers. This learning mode modifies the role of the instructor to a guide or facilitator, and students take a leadership role in their own education. We present a case study of our team's implementation of team-based learning in a geophysics field school, an inherently experiential learning environment. The core philosophies behind our implementation are to present clearly defined learning outcomes, to recognize that students differ in their learning modalities and to strive to engage students through a range of evidence-based learning experiences. We discuss the techniques employed to create functional teams, the key learning activities involved in a typical day of field school and data demonstrating the learning activities that showed the strongest correlation to overall performance in the course. In the process, we also realized that our team-based approach to course design and implementation also enhanced our skillsets as educators, and our institution recently recognized our efforts with a team teaching award. Therefore, we conclude with some of our observations of best practices for team teaching in a field setting to initiate discussions with colleagues engaged in similar activities.

A Simulation-Based LED Design Project in Photonics Instruction Based on Industry-University Collaboration

ERIC Educational Resources Information Center

Chang, S. -H.; Chen, M. -L.; Kuo, Y. -K.; Shen, Y. -C.

2011-01-01

In response to the growing industrial demand for light-emitting diode (LED) design professionals, based on industry-university collaboration in Taiwan, this paper develops a novel instructional approach: a simulation-based learning course with peer assessment to develop students' professional skills in LED design as required by industry as well as…

Peer-assisted learning and orthopaedic evaluation psychomotor skills.

PubMed

Weidner, Thomas G; Popp, Jennifer K

2007-01-01

Athletic training educators often anecdotally suggest that athletic training students enhance their learning by teaching their peers. However, peer-assisted learning (PAL) has not been examined within athletic training education to provide evidence for PAL's current use or for its use as a pedagogic tool. To assess the effectiveness of intentional, formal PAL on the performance of psychomotor skills and to identify students' perceptions of PAL. Randomized, pretest-posttest experimental design. Athletic Training Research and Education Laboratory. Fifty-one undergraduate students (27 athletic training majors, 24 nonmajors). Review sessions led by either an Approved Clinical Instructor or peer tutor. We assessed pretest and posttest performance scores (number of correct skills) and the amount of time to complete the psychomotor skills in 3 categories of orthopaedic evaluation of the hand and wrist for subjects assigned to either a peer tutor or an Approved Clinical Instructor review group. Using the Athletic Training Peer-Assisted Learning Assessment Survey, we evaluated the perceptions of students assigned to the peer-tutor group regarding the benefits of, and preferences for, PAL. Differences in the pretest-posttest skill scores were noted in both groups (P < .05). No differences in the posttest skills scores or the times to perform the skills were seen between the groups. The Athletic Training Peer-Assisted Learning Assessment Survey revealed that most (n = 19, 70.4%) of the subjects felt less anxious when practicing psychomotor skills with peer tutors than with the laboratory instructor, and many students (n = 12, 44.4%) felt more self-confident when practicing psychomotor skills with a peer tutor. Peer-assisted learning appears to be a valid method for improving athletic training psychomotor skills. Peers can be resources for practicing clinical skills and report benefiting from the collaboration. Peer-assisted learning should be deliberately integrated into athletic training education programs to enhance student learning and collaboration.

Non-physics peer demonstrators in undergraduate laboratories: a study of students’ perceptions

NASA Astrophysics Data System (ADS)

Braun, Michael; Kirkup, Les

2016-01-01

Laboratory demonstrators play a crucial role in facilitating students’ learning in physics subjects. Inspired by the success of peer-led activities, we introduced peer demonstrators to support student learning in first-year physics subjects that enrol students not intending to major in physics. Surveys were administered to 1700 students over 4 years in four subjects to examine student perceptions of how demonstrators assisted them in the laboratory. Scores awarded to peer demonstrators by students were no lower than those awarded to demonstrators traditionally employed in the first year physics laboratory. These latter demonstrators were drawn mainly from the ranks of physics research students. The findings validate the recruitment of peer demonstrators and will be used to inform the recruitment and support programmes for laboratory demonstrators.

Investigating the Potential Impacts of Energy Production in the Marcellus Shale Region Using the Shale Network Database and CUAHSI-Supported Data Tools

NASA Astrophysics Data System (ADS)

Brazil, L.

2017-12-01

The Shale Network's extensive database of water quality observations enables educational experiences about the potential impacts of resource extraction with real data. Through open source tools that are developed and maintained by the Consortium of Universities for the Advancement of Hydrologic Science, Inc. (CUAHSI), researchers, educators, and citizens can access and analyze the very same data that the Shale Network team has used in peer-reviewed publications about the potential impacts of hydraulic fracturing on water. The development of the Shale Network database has been made possible through collection efforts led by an academic team and involving numerous individuals from government agencies, citizen science organizations, and private industry. Thus far, CUAHSI-supported data tools have been used to engage high school students, university undergraduate and graduate students, as well as citizens so that all can discover how energy production impacts the Marcellus Shale region, which includes Pennsylvania and other nearby states. This presentation will describe these data tools, how the Shale Network has used them in developing educational material, and the resources available to learn more.

Utilizing the Peer Group Method with Case Studies to Teach Pharmacokinetics.

ERIC Educational Resources Information Center

Sims, Pamela J.

1994-01-01

A pharmacy school large-group (110 students) course in pharmacokinetics was designed to incorporate small-group team-based problem solving. The method allows students to learn material through traditional lecture, research the topic further, discuss the information gained, and apply the learning to specific cases in a manner that promotes…

Peer learning in the UNSW Medicine program.

PubMed

Scicluna, Helen A; O'Sullivan, Anthony J; Boyle, Patrick; Jones, Philip D; McNeil, H Patrick

2015-10-02

The UNSW Australia Medicine program explicitly structures peer learning in program wide mixing of students where students from two adjoining cohorts complete the same course together, including all learning activities and assessment. The purpose of this evaluation is to explore the student experience of peer learning and determine benefits and concerns for junior and senior students. All medical students at UNSW Australia in 2012 (n = 1608) were invited to complete the Peer Learning Questionnaire consisting of 26 fixed-response items and 2 open-ended items exploring vertical integration and near-peer teaching. Assessment data from vertically integrated and non-vertically integrated courses were compared for the period 2011-2013. We received valid responses from 20 % of medical students (n = 328). Eighty percent of respondents were positive about their experience of vertical integration. Year 1 students reported that second year students provided guidance and reassurance (87.8 %), whilst year 2 students reported that the senior role helped them to improve their own understanding, communication and confidence (84 %). Vertical integration had little effect on examination performance and failure rates. This evaluation demonstrates that vertical integration of students who are one year apart and completing the same course leads to positive outcomes for the student experience of learning. Students benefit through deeper learning and the development of leadership qualities within teams. These results are relevant not only for medical education, but also for other professional higher education programs.

Compute-to-Learn: Authentic Learning via Development of Interactive Computer Demonstrations within a Peer-Led Studio Environment

ERIC Educational Resources Information Center

Jafari, Mina; Welden, Alicia Rae; Williams, Kyle L.; Winograd, Blair; Mulvihill, Ellen; Hendrickson, Heidi P.; Lenard, Michael; Gottfried, Amy; Geva, Eitan

2017-01-01

In this paper, we report on the implementation of a novel compute-to-learn pedagogy, which is based upon the theories of situated cognition and meaningful learning. The "compute-to-learn" pedagogy is designed to simulate an authentic research experience as part of the undergraduate curriculum, including project development, teamwork,…

Occasioning Possibilities, Not Certainties: Professional Learning and Peer-Led Book Clubs

ERIC Educational Resources Information Center

Reilly, Mary Ann

2008-01-01

How might four teachers working together in a book group utilize their learning to better ensure students' academic success? In what ways might this collective's learning emerge as the group worked together? Questions such as these prompted the author to investigate the professional learning that occurred during book club sessions with one group…

Training Aids for Basic Combat Skills: Obtaining a 200 M Zero with M16 Rifle and M4 Carbine

DTIC Science & Technology

2011-05-01

zeroing procedures. Because peer learning requires all individuals (i.e., peers) to be engaged in the learning process (Tomasello, 1999; Vygotsky , 1978...summarized as follows. On the one hand, for Soldiers using the new training aids, the combined effect of accuracy in zeroing and in confirm zero led to a...DTIC No AD A523973). Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117-140. McCombs, B. L. (2004). The

Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

PubMed Central

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-01-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed ‘Shadow Modules’. The ‘Shadow Module’ takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In ‘Shadow Module’ activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. PMID:24117249

Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

PubMed

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-03-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

Innovating the Experience of Peer Learning and Earth Science Education in the Field

NASA Astrophysics Data System (ADS)

Scoates, J. S.; Hanano, D. W.; Weis, D.; Bilenker, L.; Sherman, S. B.; Gilley, B.

2017-12-01

The use of active learning and collaborative strategies is widely gaining momentum at the university level and is ideally suited to field instructional settings. Peer learning, when students learn with and from each other, is based on the principle that students learn in a more profound way by explaining their ideas to others and by participating in activities in which they can learn from their peers. The Multidisciplinary Applied Geochemistry Network (MAGNET), an NSERC Collaborative Research and Training Experience (CREATE) initiative in Canada, recently experimented with this approach during its fourth annual workshop in August 2016. With a group of 25 geochemistry graduate students from universities across Canada, three remarkable field sites in Montana and Wyoming were explored: the Stillwater Complex, the Beartooth Mountains, and Yellowstone National Park. Rather than developing a rigorous teaching curriculum led by faculty, groups of students were tasked with designing and delivering half-day teaching modules that included field activities at each of the locations. Over the course of two months and with feedback from mentors, the graduate students transformed their ideas into formal lesson plans, complete with learning goals, a schedule of teaching activities, equipment lists, and plans for safety and environmental mitigation. This shift, from teacher-centered to learner-centered education, requires students to take greater initiative and responsibility for their own learning and development. We highlight the goals, structure and implementation of the workshop, as well as some of the successes and challenges. We also present the results of participant feedback taken immediately after each lesson and both pre- and post-trip surveys. The outdoor classroom and hands-on activities accelerated learning of field techniques and enhanced understanding of complex geological systems and processes. The trainee-led format facilitated peer knowledge transfer and the development of professional skills in three key areas: (1) project and time management, (2) teamwork and communication, and (3) critical thinking and problem-solving. The MAGNET experience with peer learning represents a model that can readily be adapted for future field instruction in the Earth Sciences.

Teaching Clinical Ophthalmology: Medical Student Feedback on Team Case-Based Versus Lecture Format.

PubMed

Horne, Anupama; Rosdahl, Jullia

Team-based learning with case presentations in small groups in the medical school education setting allows students to be actively engaged and interactive with their peers to work through real-world clinical scenarios. Our objective is to assess the effects of this curriculum on the medical student experience. This study was designed to gather feedback from medical students on an ophthalmology elective regarding their experience with our newly developed team-based learning curriculum. Feedback evaluations were completed by medical students at the end of their elective and consisted of both a Likert scare rating and a free-response section. A total of 30 medical students. Students rated the case-based sessions significantly better than traditional lecture format with respect to the overall learning experience (p = 0.004), enjoyment of learning (p < 0.001), and increasing retention and ability to apply knowledge (p < 0.001). There is a strong preference by medical students for team-based learning within clinical ophthalmology. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Exploring the Experiences of Faculty-Led Teams in Conducting Action Research

ERIC Educational Resources Information Center

Zhang, Qi; Amundsen, Cheryl

2015-01-01

Action research has been suggested as a useful way to support university faculty to improve teaching and learning. However, there seems to be little knowledge about how faculty (and those who work with them) experience the process of doing action research. In order to explore team members' in-depth experience about what they learned and how they…

The effect of an enriched learning community on success and retention in chemistry courses

NASA Astrophysics Data System (ADS)

Willoughby, Lois Jane

Since the mid-1990s, the United States has experienced a shortage of scientists and engineers, declining numbers of students choosing these fields as majors, and low student success and retention rates in these disciplines. Learning theorists, educational researchers, and practitioners believe that learning environments can be created so that an improvement in the numbers of students who complete courses successfully could be attained (Astin, 1993; Magolda & Terenzini, n.d.; O'Banion, 1997). Learning communities do this by providing high expectations, academic and social support, feedback during the entire educational process, and involvement with faculty, other students, and the institution (Ketcheson & Levine, 1999). A program evaluation of an existing learning community of science, mathematics, and engineering majors was conducted to determine the extent to which the program met its goals and was effective from faculty and student perspectives. The program provided laptop computers, peer tutors, supplemental instruction with and without computer software, small class size, opportunities for contact with specialists in selected career fields, a resource library, and Peer-Led Team Learning. During the two years the project has existed, success, retention, and next-course continuation rates were higher than in traditional courses. Faculty and student interviews indicated there were many affective accomplishments as well. Success and retention rates for one learning community class ( n = 27) and one traditional class (n = 61) in chemistry were collected and compared using Pearson chi square procedures ( p = .05). No statistically significant difference was found between the two groups. Data from an open-ended student survey about how specific elements of their course experiences contributed to success and persistence were analyzed by coding the responses and comparing the learning community and traditional classes. Substantial differences were found in their perceptions about the lecture, the lab, other supports used for the course, contact with other students, helping them reach their potential, and their recommendation about the course to others. Because of the limitation of small sample size, these differences are reported in descriptive terms.

Midwifery students' evaluation of team-based academic assignments involving peer-marking.

PubMed

Parratt, Jenny A; Fahy, Kathleen M; Hastie, Carolyn R

2014-03-01

Midwives should be skilled team workers in maternity units and in group practices. Poor teamwork skills are a significant cause of adverse maternity care outcomes. Despite Australian and International regulatory requirements that all midwifery graduates are competent in teamwork, the systematic teaching and assessment of teamwork skills is lacking in higher education. How do midwifery students evaluate participation in team-based academic assignments, which include giving and receiving peer feedback? First and third year Bachelor of Midwifery students who volunteered (24 of 56 students). Participatory Action Research with data collection via anonymous online surveys. There was general agreement that team based assignments; (i) should have peer-marking, (ii) help clarify what is meant by teamwork, (iii) develop communication skills, (iv) promote student-to-student learning. Third year students strongly agreed that teams: (i) are valuable preparation for teamwork in practice, (ii) help meet Australian midwifery competency 8, and (iii) were enjoyable. The majority of third year students agreed with statements that their teams were effectively coordinated and team members shared responsibility for work equally; first year students strongly disagreed with these statements. Students' qualitative comments substantiated and expanded on these findings. The majority of students valued teacher feedback on well-developed drafts of the team's assignment prior to marking. Based on these findings we changed practice and created more clearly structured team-based assignments with specific marking criteria. We are developing supporting lessons to teach specific teamwork skills: together these resources are called "TeamUP". TeamUP should be implemented in all pre-registration Midwifery courses to foster students' teamwork skills and readiness for practice. Copyright © 2013 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Aboriginal parent support: A partnership approach.

PubMed

Munns, Ailsa; Toye, Christine; Hegney, Desley; Kickett, Marion; Marriott, Rhonda; Walker, Roz

2018-02-01

This study was positioned within a larger action research study relating to a peer-led Aboriginal home visiting parent support program in an urban Western Australian setting. The aims for this study component were to identify program elements, exploring participants' perceptions of the program's suitability, feasibility, acceptability and effectiveness to inform program model recommendations and add to the body of knowledge on effective Aboriginal peer-led program models. The ability of Aboriginal parents to develop positive family environments is crucial, with parent support needing to be reflexive to local needs and sociocultural influences. Culturally appropriate service provision needs meaningful and acceptable strategies. This study was situated within a critical paradigm supporting Participatory Action Research methodology, using Action Learning Sets as the participant engagement and data collection setting. Within ten Action Learning Sets, focus group interviews were carried out with Aboriginal peer support workers, a non-Aboriginal parent support worker, an Aboriginal program coordinator, an Aboriginal education support officer and non-Aboriginal program managers (n = 8), and individual interviews with parents (n = 2) and community agencies (n = 4). Data were analysed using thematic analysis. Five themes were derived from peer support worker and community agency cohorts: peer support worker home visiting skills; responding to impacts of social determinants of health; client support and engagement; interagency collaboration; and issues addressing program sustainability. Parent responses augmented these themes. Participants identified five key elements relating to peer-led home visiting support for Aboriginal parents. These are uniquely placed to inform ongoing program development as there is little additional evidence in wider national and international contexts. Engagement with communities and peer support workers to develop culturally relevant partnerships with Aboriginal families is integral to contemporary child health practice. Ongoing nurse support is needed for peer support worker role development. Indigenous Australian peoples are people who identify as Aboriginal or Torres Strait Islander. Respectfully, throughout this paper, they will be described as Aboriginal. © 2017 John Wiley & Sons Ltd.

SMART (Student Media-based Asthma Research Team): Engaging Adolescents to Understand Asthma in Their Communities.

PubMed

Yarbrough, Marjorie; Blumenstock, Jesse; Warren, Christopher; Dyer, Ashley; Wilson, Jaidah; Smith, Bridget; Gupta, Ruchi

Asthma rates in Chicago exceed national averages and disproportionately affect minority adolescents. We collaborated with students in a neighborhood with high asthma prevalence to better understand community factors impacting asthma. To evaluate the impact of our Student Media-based Asthma Research Team (SMART) program on student, parent, and student-peer outcomes related to asthma. Students with asthma (n = 11), their parents (n = 9), and student-peers (n = 91) participated in a school-based asthma intervention grounded in community-based participatory research (CBPR) principles and completed multiple pre-/post-intervention questionnaires. After the program, participants significantly increased (p < 0.05) asthma-related quality of life (QOL), asthma control, emotional support, and empowerment. Parents significantly increased their QOL and student-peers showed significant improvements in asthma knowledge. This novel intervention-which used participatory media as a vehicle through which children learn about their own asthma and share their findings with parents and peers-was successful in engaging adolescents to improve asthma management and community support.

Community Peer-Led Falls Prevention Presentations: What Do the Experts Suggest?

PubMed

Khong, Linda A M; Berlach, Richard G; Hill, Keith D; Hill, Anne-Marie

2018-04-01

Falls among older adults are a major problem. Despite considerable progress in falls prevention research, older adults often show low motivation to engage in recommended preventive strategies. Peer-led falls prevention education for older adults may have potential for bridging the research evidence-practice gap, thereby promoting the uptake of falls prevention strategies. We evaluated peer educators' presentations of falls prevention education to community-dwelling older adults in regard to established criteria that were consistent with adult learning principles, the framework of health behaviour change, falls prevention guidelines, and recommendations for providing falls prevention information. We conducted a within-stage mixed model study using purposive and snowball sampling techniques to recruit 10 experts to evaluate video recordings of the delivery of three peer-led falls prevention presentations. Each expert viewed three videos and rated them using a questionnaire containing both open-ended and closed items. There was a good level of expert agreement across the questionnaire domains. Though the experts rated some aspects of the presentations highly, they thought that the presentations were mainly didactic in delivery, not consistently personally relevant to the older adult audience, and did not encourage older adults to engage in the preventive strategies that were presented. Based on the experts' findings, we developed five key themes and recommendations for the effective delivery of peer-led falls prevention presentations. These included recommending that peer educators share falls prevention messages in a more interactive and experiential manner and that uptake of strategies should be facilitated by encouraging the older adults to develop a personalised action plan. Findings suggest that if peer-led falls prevention presentations capitalise on older adults' capability, opportunity, and motivation, the older adults may be more receptive to take up falls prevention messages.

Bringing Students out of the Classroom and into Research Projects: An Undergraduate Team Research (UTR) Program at the University of Southern California

NASA Astrophysics Data System (ADS)

Cox, I. V.; Quirk, M.; Culbert, K. N.; Whitesides, A. S.; Sun, H.; Black, C. J.; Cao, W.; Zhang, T.; Paterson, S. R.; Memeti, V.; Anderson, J. L.

2010-12-01

In 2006, USC Earth Sciences professors Paterson and Anderson created the Undergraduate Team Research (UTR) program, a year-long, multidisciplinary, learner-centered, student research experience. This program is open to all USC undergraduate students, but has also involved a few outstanding undergraduate students from other universities. Since its inception the 47 participants have been a diverse group: 53% women, ~17% minorities, and 43% non-Earth Science majors. To date, 15 abstracts written by UTR participants have been presented at national GSA and AGU meetings and several research papers for publication are in preparation. 12 presentations have been produced at University-sponsored research symposia and culminated in a number of senior theses. The central component of this program is a field-based research experience which involves several weeks of geologic mapping in various locations around the world. During the summer expedition, participants organize themselves into 3-4 person mapping teams consisting of a mix of undergraduate geology majors, non-majors, and mentors (professors and graduate students). At the end of each day, student researchers (with limited mentoring) work together to draft a geologic map while discussing their findings, formulating hypotheses about possible geologic histories, and planning research goals and organizing mapping teams for the next day. Throughout the following academic year, the student researchers continue to work in teams to digitize their geologic map, decide which analyses need to be done, and prepare collected rock samples for various structural, geochemical, and geochronologic studies. Most student researchers agree that they learned more in a few weeks than they often did in an entire semester course. What aspects of the UTR program elicit these high-yield results, even for non-majors that can be applied to other learning environments? We speculate that three critical elements are important: (1) The most notable is the collaborative nature, both in regards to the research itself and meeting the daily demands of living in the backcountry or a foreign country while working together as a research group. Students divided tasks amongst themselves while instructing and helping each other. Students with more geology expertise were able to reinforce their own knowledge by assisting in the teaching process that led to more rapid learning for the newcomers. (2) Student researchers developed a greater feeling of ownership in the program, which led to a greater commitment to learning and to sharing a broad range of ideas about both science and non-science activities. (3) Researchers are rewarded not only through grades, but through the excitement of daily new scientific discoveries, the joint publications of their research, and recognition by their peers. It is intriguing to speculate on what would happen if classrooms and particularly labs were designed to function as collaborative, student- run exercises with the ultimate goal to not only learn a subject, but also produce research papers on the class material.

The Flipped Classroom: An active teaching and learning strategy for making the sessions more interactive and challenging.

PubMed

Sultan, Amber Shamim

2018-04-01

Flipping the classroom is a pedagogical model that employs easy to use, readily accessible technology based resources such as video lectures, reading handouts, and practice problems outside the classroom, whereas interactive group-based, problem-solving activities conducted in the classroom. This strategy permits for an extended range of learning activities during the session. Using class time for active learning provides greater opportunity for mentoring and peer to peer collaboration. Instead of spending too much time on delivering lectures, class time can best be utilized by interacting with students, discussing their concerns related to the particular topic to be taught, providing real life examples relevant to the course content, challenging students to think in a broader aspect about complex process and encouraging different team based learning activities.

Designscholar: Examining Creative Thinking in an Online Learning Community for Interior Design Graduate Students

ERIC Educational Resources Information Center

Ransdell, Marlo Evelyn

2009-01-01

This study examined the creative thinking of interior design graduate students in an online learning community. This study considered potential changes in creative thinking (fluency, flexibility, originality, and elaboration) about design research resulting from peer-led online discussions. It further studied the learner characteristics of…

Cheap and Effective: The Impact of Student-Led Recitation Classes on Learning Outcomes in Introductory Economics

ERIC Educational Resources Information Center

Stock, Wendy A.; Ward, Kevin; Folsom, Justin; Borrenpohl, Teresa; Mumford, Sophie; Pershin, Zach; Carriere, Danielle; Smart, Heather

2013-01-01

The authors examine the impacts of enrollment in a voluntary one-credit recitation class for ECON 101 students, focusing on course grades, course retention, and outcomes in later economics courses. The recitation classes were taught by undergraduate peer leaders with experience in upper-level microeconomics. Instead of being paid, the peer leaders…

Leadership Development Through Peer-Facilitated Simulation in Nursing Education.

PubMed

Brown, Karen M; Rode, Jennifer L

2018-01-01

Baccalaureate nursing graduates must possess leadership skills, yet few opportunities exist to cultivate leadership abilities in a clinical environment. Peer-facilitated learning may increase the leadership skills of competence, self-confidence, self-reflection, and role modeling. Facilitating human patient simulation provides opportunities to develop leadership skills. With faculty supervision, senior baccalaureate students led small-group simulation experiences with sophomore and junior peers and then conducted subsequent debriefings. Quantitative and qualitative descriptive data allowed evaluation of students' satisfaction with this teaching innovation and whether the experience affected students' desire to take on leadership roles. Students expressed satisfaction with the peer-facilitated simulation experience and confidence in mastering the content while developing necessary skills for practice. Peer-facilitated simulation provides an opportunity for leadership development and learning. Study results can inform the development of nursing curricula to best develop the leadership skills of nursing students. [J Nurs Educ. 2018;57(1):53-57.]. Copyright 2018, SLACK Incorporated.

Student Research in Computational Astrophysics

NASA Astrophysics Data System (ADS)

Blondin, J. M.

1999-12-01

Computational physics can shorten the long road from freshman physics major to independent research by providing students with powerful tools to deal with the complexities of modern research problems. At North Carolina State University we have introduced dozens of students to astrophysics research using the tools of computational fluid dynamics. We have used several formats for working with students, including the traditional approach of one-on-one mentoring, a more group-oriented format in which several students work together on one or more related projects, and a novel attempt to involve an entire class in a coordinated semester research project. The advantages and disadvantages of these formats will be discussed at length, but the single most important influence has been peer support. Having students work in teams or learn the tools of research together but tackle different problems has led to more positive experiences than a lone student diving into solo research. This work is supported by an NSF CAREER Award.

The State of Educators' Professional Learning in British Columbia: Executive Summary

ERIC Educational Resources Information Center

Brown, Sherri; Hales, Anne; Kuehn, Larry; Steffensen, Karen

2016-01-01

Coinciding with the 2016 Annual Conference in Vancouver, British Columbia, Learning Forward commissioned and supported a study of professional learning across the nation of Canada entitled "The State of Educators' Professional Learning in Canada." A research team led by Carol Campbell, Associate Professor of Leadership and Educational…

The State of Educators' Professional Learning in Canada. Executive Summary

ERIC Educational Resources Information Center

Campbell, Carol; Osmond-Johnson, Pamela; Faubert, Brenton; Zeichner, Kenneth; Hobbs-Johnson, Audrey

2016-01-01

Coinciding with the 2016 Annual Conference in Vancouver, British Columbia, Learning Forward commissioned and supported a study of professional learning across the nation of Canada. "The State of Educators' Professional Learning in Canada" was researched by a team led by Carol Campbell, Associate Professor of Leadership and Educational…

Multidisciplinary obstetric simulated emergency scenarios (MOSES): promoting patient safety in obstetrics with teamwork-focused interprofessional simulations.

PubMed

Freeth, Della; Ayida, Gubby; Berridge, Emma Jane; Mackintosh, Nicola; Norris, Beverley; Sadler, Chris; Strachan, Alasdair

2009-01-01

We describe an example of simulation-based interprofessional continuing education, the multidisciplinary obstetric simulated emergency scenarios (MOSES) course, which was designed to enhance nontechnical skills among obstetric teams and, hence, improve patient safety. Participants' perceptions of MOSES courses, their learning, and the transfer of learning to clinical practice were examined. Participants included senior midwives, obstetricians, and obstetric anesthetists, including course faculty from 4 purposively selected delivery suites in England. Telephone or e-mail interviews with MOSES course participants and facilitators were conducted, and video-recorded debriefings that formed integral parts of this 1-day course were analyzed. The team training was well received. Participants were able to check out assumptions and expectations of others and develop respect for different roles within the delivery suite (DS) team. Skillful facilitation of debriefing after each scenario was central to learning. Participants reported acquiring new knowledge or insights, particularly concerning the role of communication and leadership in crisis situations, and they rehearsed unfamiliar skills. Observing peers working in the simulations increased participants' learning by highlighting alternative strategies. The learning achieved by individuals and groups was noticeably dependent on their starting points. Some participants identified limited changes in their behavior in the workplace following the MOSES course. Mechanisms to manage the transfer of learning to the wider team were weakly developed, although 2 DS teams made changes to their regular update training. Interprofessional, team-based simulations promote new learning.

Team Science Approach to Developing Consensus on Research Good Practices for Practice-Based Research Networks: A Case Study.

PubMed

Campbell-Voytal, Kimberly; Daly, Jeanette M; Nagykaldi, Zsolt J; Aspy, Cheryl B; Dolor, Rowena J; Fagnan, Lyle J; Levy, Barcey T; Palac, Hannah L; Michaels, LeAnn; Patterson, V Beth; Kano, Miria; Smith, Paul D; Sussman, Andrew L; Williams, Robert; Sterling, Pamela; O'Beirne, Maeve; Neale, Anne Victoria

2015-12-01

Using peer learning strategies, seven experienced PBRNs working in collaborative teams articulated procedures for PBRN Research Good Practices (PRGPs). The PRGPs is a PBRN-specific resource to facilitate PBRN management and staff training, to promote adherence to study protocols, and to increase validity and generalizability of study findings. This paper describes the team science processes which culminated in the PRGPs. Skilled facilitators used team science strategies and methods from the Technology of Participation (ToP®), and the Consensus Workshop Method to support teams to codify diverse research expertise in practice-based research. The participatory nature of "sense-making" moved through identifiable stages. Lessons learned include (1) team input into the scope of the final outcome proved vital to project relevance; (2) PBRNs with diverse domains of research expertise contributed broad knowledge on each topic; and (3) ToP® structured facilitation techniques were critical for establishing trust and clarifying the "sense-making" process. © 2015 Wiley Periodicals, Inc.

Improving collaborative learning in online software engineering education

NASA Astrophysics Data System (ADS)

Neill, Colin J.; DeFranco, Joanna F.; Sangwan, Raghvinder S.

2017-11-01

Team projects are commonplace in software engineering education. They address a key educational objective, provide students critical experience relevant to their future careers, allow instructors to set problems of greater scale and complexity than could be tackled individually, and are a vehicle for socially constructed learning. While all student teams experience challenges, those in fully online programmes must also deal with remote working, asynchronous coordination, and computer-mediated communications all of which contribute to greater social distance between team members. We have developed a facilitation framework to aid team collaboration and have demonstrated its efficacy, in prior research, with respect to team performance and outcomes. Those studies indicated, however, that despite experiencing improved project outcomes, students working in effective software engineering teams did not experience significantly improved individual achievement. To address this deficiency we implemented theoretically grounded refinements to the collaboration model based upon peer-tutoring research. Our results indicate a modest, but statistically significant (p = .08), improvement in individual achievement using this refined model.

Team Science Approach to Developing Consensus on Research Good Practices for Practice‐Based Research Networks: A Case Study

PubMed Central

Daly, Jeanette M.; Nagykaldi, Zsolt J.; Aspy, Cheryl B.; Dolor, Rowena J.; Fagnan, Lyle J.; Levy, Barcey T.; Palac, Hannah L.; Michaels, LeAnn; Patterson, V. Beth; Kano, Miria; Smith, Paul D.; Sussman, Andrew L.; Williams, Robert; Sterling, Pamela; O'Beirne, Maeve; Neale, Anne Victoria

2015-01-01

Abstract Using peer learning strategies, seven experienced PBRNs working in collaborative teams articulated procedures for PBRN Research Good Practices (PRGPs). The PRGPs is a PBRN‐specific resource to facilitate PBRN management and staff training, to promote adherence to study protocols, and to increase validity and generalizability of study findings. This paper describes the team science processes which culminated in the PRGPs. Skilled facilitators used team science strategies and methods from the Technology of Participation (ToP®), and the Consensus Workshop Method to support teams to codify diverse research expertise in practice‐based research. The participatory nature of “sense‐making” moved through identifiable stages. Lessons learned include (1) team input into the scope of the final outcome proved vital to project relevance; (2) PBRNs with diverse domains of research expertise contributed broad knowledge on each topic; and (3) ToP® structured facilitation techniques were critical for establishing trust and clarifying the “sense‐making” process. PMID:26602516

What makes a 'good group'? Exploring the characteristics and performance of undergraduate student groups.

PubMed

Channon, S B; Davis, R C; Goode, N T; May, S A

2017-03-01

Group work forms the foundation for much of student learning within higher education, and has many educational, social and professional benefits. This study aimed to explore the determinants of success or failure for undergraduate student teams and to define a 'good group' through considering three aspects of group success: the task, the individuals, and the team. We employed a mixed methodology, combining demographic data with qualitative observations and task and peer evaluation scores. We determined associations between group dynamic and behaviour, demographic composition, member personalities and attitudes towards one another, and task success. We also employed a cluster analysis to create a model outlining the attributes of a good small group learning team in veterinary education. This model highlights that student groups differ in measures of their effectiveness as teams, independent of their task performance. On the basis of this, we suggest that groups who achieve high marks in tasks cannot be assumed to have acquired team working skills, and therefore if these are important as a learning outcome, they must be assessed directly alongside the task output.

Individual Learning Strategies and Choice in Student-Generated Multimedia

ERIC Educational Resources Information Center

McGahan, William T.; Ernst, Hardy; Dyson, Laurel Evelyn

2016-01-01

There has been an increasing focus on student-generated multimedia assessment as a way of introducing the benefits of both visual literacy and peer-mediated learning into university courses. One such assessment was offered to first-year health science students but, contrary to expectations, led to poorer performance in their end-of-semester…

Peer-led problem-based learning in interprofessional education of health professions students.

PubMed

Lehrer, Michael D; Murray, Samuel; Benzar, Ruth; Stormont, Ryan; Lightfoot, Megan; Hafertepe, Michael; Welch, Gabrielle; Peters, Nicholas; Maio, Anna

2015-01-01

The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education. Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case-control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p=0.006) and pharmacy students (p=0.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%). Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate health professions education can incorporate student-led seminars to improve interprofessional education.

Peer-led problem-based learning in interprofessional education of health professions students.

PubMed

Lehrer, Michael D; Murray, Samuel; Benzar, Ruth; Stormont, Ryan; Lightfoot, Megan; Hafertepe, Michael; Welch, Gabrielle; Peters, Nicholas; Maio, Anna

2015-01-01

Background The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education. Methods Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case-control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. Results In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p=0.006) and pharmacy students (p=0.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%). Conclusion Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate health professions education can incorporate student-led seminars to improve interprofessional education.

Negativity in Massive Online Open Courses: Impacts on Learning and Teaching and How Instructional Teams May Be Able to Address It

ERIC Educational Resources Information Center

Comer, Denise; Baker, Ryan; Wang, Yuan

2015-01-01

There are many positive aspects of teaching and learning in Massive Online Open Courses (MOOCs), for both instructors and students. However, there is also a considerable amount of negativity in MOOCs, emerging from learners on discussion forums and through peer assessment, from disciplinary colleagues and from public discourse around MOOCs.…

Effects of Peer-Assessed Feedback, Goal Setting and a Group Contingency on Performance and Learning by 10-12-Year-Old Academy Soccer Players

ERIC Educational Resources Information Center

Holt, Josh E.; Kinchin, Gary; Clarke, Gill

2012-01-01

Background: Coaches developing young talent in team sports must maximise practice and learning of essential game skills and accurately and continuously assess the performance and potential of each player. Relative age effects highlight an erroneous process of initial and on-going player assessment, based largely on subjective opinions of game…

Bringing the Profession Back In: Call to Action

ERIC Educational Resources Information Center

Fullan, Michael; Hargreaves, Andy

2016-01-01

Coinciding with the 2016 Annual Conference in Vancouver, British Columbia, Learning Forward commissioned and supported a study of professional learning across the nation of Canada entitled "The State of Educators' Professional Learning in Canada." A research team led by Carol Campbell, Associate Professor of Leadership and Educational…

Discourse in freshman engineering teams: The relationship between verbal persuasions, self-efficacy, and achievement

NASA Astrophysics Data System (ADS)

Yasar, Senay

Collaborative teamwork is a common practice in both science and engineering schools and workplaces. This study, using a mixed-methods approach, was designed to identify which team discourse characteristics are correlated with changes in student self-efficacy and achievement. Bandura's self-efficacy theory constitutes the theoretical framework. Seven teams, consisting of first-year engineering students, took the pre- and post-surveys and were video- and audio-recorded during a semester-long Introduction to Engineering Design course. Three instruments were developed: a self-efficacy survey, a team interaction observation protocol, and a team interaction self-report survey. The reliability and validity of these instruments were established. An iterative process of code development and refinement led to the development of thirty-five discourse types, which were grouped under six discourse categories: task-oriented, response-oriented, learning-oriented, support-oriented, challenge-oriented, and disruptive. The results of the quantitative data analysis showed that achievement and gain in self-efficacy were significantly correlated ( r=.55, p<.01). There was also a positive correlation between support-orientated discourse and post self-efficacy scores ( r=.43, p<.05). Negative correlations were observed between disruptive discourse behaviors and post self-efficacy (r=-.48, p<.05). Neither being challenged by peers nor receiving negative feedback revealed significant correlations with student self-efficacy. In addition, no direct correlations between the team discourse characteristics and achievement were found. These findings suggest that collaborative teamwork can lead to achievement to the extent that it supports self-efficacy. They also suggest that interactions such as receiving positive or negative feedback have less impact on self-efficacy than does the overall constructive behavior of the group. The qualitative component of the study, which focused on three case studies, presents how supportive and disruptive interactions occurred during team discourse. Discussion includes recommendations for educators on how to help teams build supportive environments as well as what to look for when forming teams and evaluating student team interactions.

Andragogical Modeling and the Success of the "EMPACTS" project-based learning model in the STEM disciplines: A decade of growth and learner success in the 2Y College Learning Environment.

NASA Astrophysics Data System (ADS)

Phillips, C. D.; Thomason, R.; Galloway, M.; Sorey, N.; Stidham, L.; Torgerson, M.

2014-12-01

EMPACTS (Educationally Managed Projects Advancing Curriculum, Technology/Teamwork and Service) is a project-based, adult learning modelthat is designed to enhance learning of course content through real-world application and problem solving self directed and collaborative learning use of technology service to the community EMPACTS students are self-directed in their learning, often working in teams to develop, implement, report and present final project results. EMPACTS faculty use community based projects to increase deeper learning of course content through "real-world" service experiences. Learners develop personal and interpersonal work and communication skills as they plan, execute and complete project goals together. Technology is used as a tool to solve problems and to publish the products of their learning experiences. Courses across a broad STEM curriculum integrate the EMPACTS project experience into the overall learning outcomes as part of the learning college mission of preparing 2Y graduates for future academic and/or workforce success. Since the program began in 2005, there have been over 200 completed projects/year. Student driven successes have led to the establishment of an EMPACTS Technology Corp, which is funded through scholarship and allows EMPACTS learners the opportunity to serve and learn from one another as "peer instructors." Engineering and 3D graphic design teams have written technology proposals and received funding for 3D printing replication projects, which have benefited the college as a whole through grant opportunities tied to these small scale successes. EMPACTS students engage in a variety of outreachprojects with area schools as they share the successes and joys of self directed, inquiry, project based learning. The EMPACTS Program has successfully trained faculty and students in the implementation of the model and conduct semester to semester and once a year workshops for college and K-12 faculty, who are interested in enhancing the learning experience and retention of course content through meaningful, engaging, character building projects. Learner Project successes are celebrated and archived within the framework of the EMPACTS Student Project website. http://faculty.nwacc.edu/EAST_original/Spring2014/Spring2014index.htm

Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches.

PubMed

Gradl-Dietsch, G; Menon, A K; Gürsel, A; Götzenich, A; Hatam, N; Aljalloud, A; Schrading, S; Hölzl, F; Knobe, M

2018-02-01

The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes. We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton's four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches. Using a pre-post-design we assessed differences in theoretical knowledge [multiple choice (MC) exam], practical skills (Objective Structured Practical Examination, OSPE) and evaluation results with respect to gender. There was a significant gain in theoretical knowledge for all students. There were no relevant differences between the four groups regarding the MC exam and OSPE results. The majority of students achieved good or very good results. Acceptance of the peer-teaching concept was moderate and all students preferred medical experts to peer tutors even though the overall rating of the instructors was fairly good. Students in the Video group would have preferred a different training method. There was no significant effect of gender on evaluation results. Using different peer-teaching concepts proved to be effective in teaching basic echocardiography. Gender does not seem to have an impact on effectiveness of the instructional approach. Qualitative analysis revealed limited acceptance of peer teaching and especially of video-based instruction.

Cage Painting within the Fifth Discipline of Learning Organisations

ERIC Educational Resources Information Center

Rimmington, Glyn M.; Alagic, Mara

2009-01-01

Learning organisations face new challenges in the 21st century. Increased flow of trade in commodities, manufactured goods and information as well as mobility of people have led to increased global interdependence, interconnectedness and cultural diversity. People and teams within learning organisations have become globally distributed with the…

Reciprocal peer review for quality improvement: an ethnographic case study of the Improving Lung Cancer Outcomes Project.

PubMed

Aveling, Emma-Louise; Martin, Graham; Jiménez García, Senai; Martin, Lisa; Herbert, Georgia; Armstrong, Natalie; Dixon-Woods, Mary; Woolhouse, Ian

2012-12-01

Peer review offers a promising way of promoting improvement in health systems, but the optimal model is not yet clear. We aimed to describe a specific peer review model-reciprocal peer-to-peer review (RP2PR)-to identify the features that appeared to support optimal functioning. We conducted an ethnographic study involving observations, interviews and documentary analysis of the Improving Lung Cancer Outcomes Project, which involved 30 paired multidisciplinary lung cancer teams participating in facilitated reciprocal site visits. Analysis was based on the constant comparative method. Fundamental features of the model include multidisciplinary participation, a focus on discussion and observation of teams in action, rather than paperwork; facilitated reflection and discussion on data and observations; support to develop focused improvement plans. Five key features were identified as important in optimising this model: peers and pairing methods; minimising logistic burden; structure of visits; independent facilitation; and credibility of the process. Facilitated RP2PR was generally a positive experience for participants, but implementing improvement plans was challenging and required substantial support. RP2PR appears to be optimised when it is well organised; a safe environment for learning is created; credibility is maximised; implementation and impact are supported. RP2PR is seen as credible and legitimate by lung cancer teams and can act as a powerful stimulus to produce focused quality improvement plans and to support implementation. Our findings have identified how RP2PR functioned and may be optimised to provide a constructive, open space for identifying opportunities for improvement and solutions.

Peer-based control in self-managing teams: linking rational and normative influence with individual and group performance.

PubMed

Stewart, Greg L; Courtright, Stephen H; Barrick, Murray R

2012-03-01

The authors use a multilevel framework to introduce peer-based control as a motivational state that emerges in self-managing teams. The authors specifically describe how peer-based rational control, which is defined as team members perceiving the distribution of economic rewards as dependent on input from teammates, extends and interacts with the more commonly studied normative control force of group cohesion to explain both individual and collective performance in teams. On the basis of data from 587 factory workers in 45 self-managing teams at 3 organizations, peer-based rational control corresponded with higher performance for both individuals and collective teams. Results further demonstrated that the rational and normative mechanism of peer-based control interacted to explain performance at both the individual and team levels. Increased peer-based rational control corresponded with higher individual and collective performance in teams with low cohesion, but the positive effects on performance were attenuated in cohesive teams.

Lessons learned from training peer-leaders to conduct Body Project workshops.

PubMed

Vanderkruik, Rachel; Strife, Samantha; Dimidjian, Sona

2017-01-01

The Body Project is a cognitive-dissonance intervention that is effective in improving body satisfaction for high school and college aged women. The Body Project can be implemented by trained peers, thus increasing its potential for broad and cost-effective dissemination. Little is known, however, about peer-leaders' perceptions of their training needs and preferences to deliver prevention programs. This qualitative study explored the perceptions of training strengths and areas of improvement among 14 Body Project peer-leaders at a college campus through a series of focus groups. Recommendations are made to inform training for the Body Project as well as peer-led prevention and treatment interventions more broadly.

Aquatic Sciences and Its Appeal for Expeditionary Research Science Education

NASA Astrophysics Data System (ADS)

Aguilar, C.; Cuhel, R. L.

2016-02-01

Our multi-program team studies aim to develop specific "hard" and "soft" STEM skills that integrate, literally, both disciplinary and socio-economic aspects of students lives to include peer mentoring, advisement, enabling, and professional mentorship, as well as honestly productive, career-developing hands-on research. Specifically, we use Interdependent, multidisciplinary research experiences; Development and honing of specific disciplinary skill (you have to have something TO network); Use of skill in a team to produce big picture product; Interaction with varied, often outside professionals; in order to Finish with self-confidence and a marketable skill. In a given year our umbrella projects involve linked aquatic science disciplines: Analytical Chemistry; Geology; Geochemistry; Microbiology; Engineering (Remotely Operated Vehicles); and recently Policy (scientist-public engagement). We especially use expeditionary research activities aboard our research vessel in Lake Michigan, during which (a dozen at a time, from multiple programs) students: Experience ocean-scale research cruise activities; Apply a learned skill in real time to characterize a large lake; Participate in interdisciplinary teamwork; Learn interactions among biology, chemistry, geology, optics, physics for diverse aquatic habitats; and, importantly, Experience leadership as "Chief Scientist-for-a-station". These team efforts achieve beneficial outcomes: Develop self-confidence in application of skills; Enable expression of leadership capabilities; Provide opportunity to assess "love of big water"; Produce invaluable long-term dataset for the studied region (our benefit); and they are Often voted as a top influence for career decisions. These collectively have led to some positive outcomes for "historical" undergraduate participants - more than half in STEM graduate programs, only a few not still involved in a STEM career at some level, or involved as for example a lawyer in environmental policy.

An Evaluation of the Supplemental Instruction Programme in a First Year Calculus Course

ERIC Educational Resources Information Center

Fayowski, V.; MacMillan, P. D.

2008-01-01

Supplemental Instruction (SI) incorporates collaborative learning in small, peer-led, group settings in order to integrate instruction in learning and reasoning skills with course content. Several meta-analyses speak to the efficacy of SI but fail to address selection bias due to ability/motivation and gender. In this study, SI was paired with a…

Using Tablet PCs for Active Learning: Learning from Others' Mistakes

ERIC Educational Resources Information Center

Robson, Daphne; Kennedy, Dave

2013-01-01

Tablet PCs were used interactively in a Discrete Mathematics course in the first year of a Computing degree. The main benefit expected was an improvement in student engagement, but peer instruction was very evident and the ability to display many student answers led to very effective and immediate feedback, particularly when incorrect answers were…

Evaluating the Effectiveness of a Practical Inquiry-Based Learning Bioinformatics Module on Undergraduate Student Engagement and Applied Skills

ERIC Educational Resources Information Center

Brown, James A. L.

2016-01-01

A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion,…

Addressing women's health needs and improving birth outcomes: results from a peer-to-peer state Medicaid learning project.

PubMed

Johnson, Kay

2012-08-01

High rates of maternal mortality, infant mortality, and preterm births, as well as continuing disparities in pregnancy outcomes, have prompted a number of state Medicaid agencies to focus on improving the quality and continuity of care delivered to women of childbearing age. As part of a peer-to-peer learning project, seven Medicaid agencies worked to develop the programs, policies, and infrastructures needed to identify and reduce women's health risks either prior to or between pregnancies. The states also identified public health strategies. These strategies led to a policy checklist to help leaders in other states identify improvement opportunities that fit within their programs' eligibility requirements, quality improvement objectives, and health system resources. Many of the identified programs and policies may help states use the upcoming expansion of the Medicaid program to improve women's health and thereby reduce adverse birth outcomes.

Peer mentored teams to support undergraduate group work in higher education

NASA Astrophysics Data System (ADS)

Cinderey, Lynn Elizabeth

This research starts with a set of practical research questions to investigate a problem which occurs in some computing undergraduate modules that use group work as part of the learning and assessment strategy. In this study final year students with experience in information systems project work and trained in team processes met with small groups of first year computing students with the aim of turning the first year project group into a team. This study seeks to explore the experience of the final year students as they take on the role of peer tutor looking at the problems they perceive within the first year teams and the skills and knowledge they use to help them. The study includes the recruitment and training of final year students (n=9) and allocation to first year teams. The final year students acted as co-researchers and team leaders in L4 Information Systems project work and recorded their thoughts and observations in a diary during the first semester of 2008/9 academic year. Diary data was supplemented by interview data from a sample of final year students (n=4). The sample was selected based on the richness of the data provided in the diaries and the number of meetings held with their teams. Rich data and thick descriptions were essential for a phenomenological examination of the experience of the final year students. A number of findings emerged. A critical approach to analysis revealed ongoing conflicts occurred across cultural divides within the first year teams that final year leaders did not articulate or appear fully aware of. This had important implications for individual team members. Other findings which relate to issues of changing levels of motivation in the teams over the ten weeks, roles adopted by the leaders, ability to systematize the project or team processes and the ability to reflect on unsuccessful strategies also had implications for peer mentoring training and support. The picture that emerged from the data suggested that lack of intercultural sensitivity and empathy within the student group reduces the value of peer mentoring interventions for some first year undergraduate team members in computing. In order to improve the experience for all students, methods to develop intercultural sensitivity within the student body are examined and a framework for training and support is proposed.

Continued multidisciplinary project-based learning - implementation in health informatics.

PubMed

Wessel, C; Spreckelsen, C

2009-01-01

Problem- and project-based learning are approved methods to train students, graduates and post-graduates in scientific and other professional skills. The students are trained on realistic scenarios in a broader context. For students specializing in health informatics we introduced continued multidisciplinary project-based learning (CM-PBL) at a department of medical informatics. The training approach addresses both students of medicine and students of computer science. The students are full members of an ongoing research project and develop a project-related application or module, or explore or evaluate a sub-project. Two teachers guide and review the students' work. The training on scientific work follows a workflow with defined milestones. The team acts as peer group. By participating in the research team's work the students are trained on professional skills. A research project on a web-based information system on hospitals built the scenario for the realistic context. The research team consisted of up to 14 active members at a time, who were scientists and students of computer science and medicine. The well communicated educational approach and team policy fostered the participation of the students. Formative assessment and evaluation showed a considerable improvement of the students' skills and a high participant satisfaction. Alternative education approaches such as project-based learning empower students to acquire scientific knowledge and professional skills, especially the ability of life-long learning, multidisciplinary team work and social responsibility.

Healthy Relationships and Building Developmental Assets in Middle School Students

ERIC Educational Resources Information Center

Carlisle, Mariko

2011-01-01

This action research project was designed to have the majority of middle school students engage in healthy relationships with their peers and teachers as the data suggested the need for improved interactions with others. Students contributed to team building lessons; implemented school community service learning projects; participated in an…

Teacher Professional Development for TPACK-21CL: Effects on Teacher ICT Integration and Student Outcomes

ERIC Educational Resources Information Center

Koh, Joyce Hwee Ling; Chai, Ching Sing; Lim, Wei Ying

2017-01-01

This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers' technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers' prolonged engagement with peers and researchers in design teams. Supported by…

How Principals Cultivate Shared Leadership

ERIC Educational Resources Information Center

Wilhelm, Terry

2013-01-01

Do teacher leaders in your school mainly fill the traditional roles of department chair or grade-level representative? Or do they lead their peers in collaborative teams whose primary focus is improving student learning? Terry Wilhelm, director of the School Leadership Center for Riverside County Office of Education in California, says that…

Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study.

PubMed

Burgess, Annette; Roberts, Chris; Ayton, Tom; Mellis, Craig

2018-04-10

While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes. Four key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem solving activity. Students found their learning experience in TBL and PBL qualitatively different. There were advantages and disadvantages to both. This suggests a hybrid approach utilising the strengths of both methods should be considered for wide scale implementation.

A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

PubMed

Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

2012-03-12

To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study.

PubMed

Sevenhuysen, Samantha; Farlie, Melanie K; Keating, Jennifer L; Haines, Terry P; Molloy, Elizabeth

2015-04-01

What are the experiences of students and clinical educators in a paired student placement model incorporating facilitated peer-assisted learning (PAL) activities, compared to a traditional paired teaching approach? Qualitative study utilising focus groups. Twenty-four physiotherapy students and 12 clinical educators. Participants in this study had experienced two models of physiotherapy clinical undergraduate education: a traditional paired model (usual clinical supervision and learning activities led by clinical educators supervising pairs of students) and a PAL model (a standardised series of learning activities undertaken by student pairs and clinical educators to facilitate peer interaction using guided strategies). Peer-assisted learning appears to reduce the students' anxiety, enhance their sense of safety in the learning environment, reduce educator burden, maximise the use of downtime, and build professional skills including collaboration and feedback. While PAL adds to the clinical learning experience, it is not considered to be a substitute for observation of the clinical educator, expert feedback and guidance, or hands-on immersive learning activities. Cohesion of the student-student relationship was seen as an enabler of successful PAL. Students and educators perceive that PAL can help to position students as active learners through reduced dependence on the clinical educator, heightened roles in observing practice, and making and communicating evaluative judgments about quality of practice. The role of the clinical educator is not diminished with PAL, but rather is central in designing flexible and meaningful peer-based experiences and in balancing PAL with independent learning opportunities. ACTRN12610000859088. [Sevenhuysen S, Farlie MK, Keating JL, Haines TP, Molloy E (2015) Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study.Journal of Physiotherapy61: 87-92]. Crown Copyright © 2015. Published by Elsevier B.V. All rights reserved.

Reforming pathology teaching in medical college by peer-assisted learning and student-oriented interest building activities: A pilot study.

PubMed

Grover, Sumit; Sood, Neena; Chaudhary, Anurag

2017-01-01

Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.

Students mentoring students in a service-learning clinical supervision experience: an educational case report.

PubMed

Lattanzi, Jill Black; Campbell, Sandra L; Dole, Robin L; Palombaro, Kerstin M

2011-10-01

Service-learning projects present the opportunity to combine academic skill practice and peer mentorship with meaningful community service. Implicit learning outcomes include an enhanced understanding of social responsibility and professional development-concepts difficult to teach in the classroom. The purpose of this educational case report is to describe the development, application, and outcomes of a service-learning project designed to facilitate peer mentorship and the development of social responsibility. DEVELOPMENT OF THE PROCESS: Widener University mandated that all programs offer student community service opportunities on Martin Luther King Day. In response, the physical therapy program developed a plan to clean and screen assistive and mobility devices and provide blood pressure screening at designated community sites. APPLICATION OF THE PROCESS: All faculty and all members of the first-year and third-year Doctor of Physical Therapy (DPT) classes participated. The students and a faculty member traveled to designated community sites in teams. First-year students were able to practice newly acquired skills under the supervision and peer mentorship of third-year students. Outcomes of the service-learning project were assessed through a tally of services rendered, measurement of curricular goal achievement, a survey of the community partners' satisfaction with the event, and consideration of both first-year and third-year DPT student reflection papers. The service-learning project was effective in meeting a community need, enhancing community partner relationships, fostering student understandings of social responsibility, and creating a valuable peer mentorship experience.

A team public health research project for first-year pharmacy students to apply content from didactic courses.

PubMed

Fuentes, David; Deguire, Nancy; Patel, Rajul; Boyce, Eric

2010-08-10

To implement and assess a first-year pharmacy student group research project that provided practical hands-on application and reinforced the curricula of concurrent didactic courses. Groups of 6 to 7 students chose a public health topic based on the Healthy People 2010 Priority Areas and created a survey instrument. Faculty facilitated mock institutional review board (IRB) review sessions which provided teams with ongoing feedback and refinement recommendations before each team administered their survey instrument to a predefined population. Data analysis, formal written reports, and oral presentations were presented to peers and project faculty members. Teams complied with the requirements of the mock IRB, effectively applied basic research principles learned in class, collected survey data, performed inferential statistical analyses on the data, , and presented their project findings. Two-hundred six of 210 students (98%) reported feeling satisfied with both the results of their project and the accomplishments of their team. Teams applied a varied skill set including primary literature evaluation, basic research principles, statistics, public speaking, and peer collaboration in conducting a public health research project. First-year pharmacy students may benefit from participation in a collaborative research project that provides hands-on application of material being taught in didactic courses.

Definition and outcome of a curriculum to prevent disordered eating and body-shaping drug use.

PubMed

Elliot, Diane L; Moe, Esther L; Goldberg, Linn; DeFrancesco, Carol A; Durham, Melissa B; Hix-Small, Hollie

2006-02-01

Almost one half of male and female students participate in high school-sponsored athletics, and high school also is a time when classroom health promotion curricula are less effective. The Athletes Training and Learning to Avoid Steroids is a sport team-centered drug-use prevention program for male high school athletes, which has been shown to reduce alcohol and illicit drug use. Just as anabolic steroid use is associated with male athletes, female sport participants may be at a greater risk for disordered eating and body-shaping drug use. Extending sport team-centered programs to young women athletes required defining and ranking factors related to developing those harmful behaviors. Survey results from a cross-sectional cohort of female middle and high school student athletes were used to identify and prioritize potential curriculum components, including mood and self-esteem, norms of behavior, perceptions of healthy body weight, effects of media depictions of women, and societal pressures to be thin. The derived sport team-centered program was prospectively assessed among a second group of female student athletes from 18 high schools, randomized to receive the intervention or the usual care control condition. The Athletes Targeting Healthy Exercise and Nutrition Alternatives (ATHENA) intervention is a scripted, coach-facilitated, peer-led 8-session program, which was incorporated into a team's usual training activities. The ATHENA program significantly altered the targeted risk factors and reduced ongoing and new use of diet pills and body-shaping substances (amphetamines, anabolic steroids, and sport supplements). These findings illustrate the utility of a structured process to define curriculum content, and the program's positive results also confirm the sport team's potential as a vehicle to effectively deter health-harming behaviors.

Gender-related differences in learning in student-led PBL tutorials.

PubMed

Kassab, Salah; Abu-Hijleh, Marwan; Al-Shboul, Qasim; Hamdy, Hossam

2005-07-01

Male and female students behave differently in problem-based learning (PBL) tutorials. However, these differences could be partly attributed to faculty tutor behavior in male and female tutorials. This study aims to examine the gender differences in learning outcomes between medical students when peer tutors facilitate PBL tutorials. A questionnaire-based study conducted in single-gender student-led (SLT) and faculty-led (FLT) tutorials. The study involved third year medical students (n = 91) divided into ten groups (five groups each). The SLT groups consisted of 16 male and 28 female students, while the FLT group consisted of 20 male and 27 female students. Students evaluated their individual and group performance in tutorials and also skills of tutors. Student performance in end-unit examinations and their perceptions about peer tutoring were also analyzed. A total of 290 questionnaires (response rate = 63.7%) were collected over the five-week period of the study. Although individual performance in tutorials and achievement in examinations were comparable in both groups, there was significantly higher group performance in female compared with male student-led tutorials (p < 0.01). This difference between male and female groups was not attributed to improvement in the performance of female groups, but rather to a decline in performance of the male SLT groups. In addition, both male and female students expressed facing difficulties in discussion and analysis of the problem in the first tutorial session. Understanding the gender differences in the group behavior in student-led tutorials is important for PBL programs adopting this approach.

Building an inclusive research team: the importance of team building and skills training.

PubMed

Strnadová, Iva; Cumming, Therese M; Knox, Marie; Parmenter, Trevor

2014-01-01

Inclusive research teams typically describe their experiences and analyse the type of involvement of researchers with disability, but the process of building research teams and the need for research training still remain underexplored in the literature. Four researchers with intellectual disabilities and four academic researchers developed an inclusive research team. The team conducted 15 research training sessions, focused on investigating the well-being of older women with intellectual disabilities. They used mobile technology to support research skills acquisition. Findings included the experiences of all team members regarding the team building during training. To become an effective inclusive research team, all team members, regardless of ability, need to bring their own experiences and also learn necessary research skills. This paper highlights the need for team building, joint research training among all members of the research team and strategies supporting the peer-mentoring within the team. We are a team of four researchers with intellectual disabilities and four academic researchers without an intellectual disability. Our aim has been to learn about research together. We want to do this so that we can carry out a research project together about how older women with intellectual disabilities live. We have decided to call our team 'Welcome to our Class'. We have been working together for 9 months. In this time we have had 15 research training meetings. We have learned What research is How to work out a research question, that is what we want to find out about How to get information on what we want to find out. Here we thought of interview questions we could ask older women with intellectual disabilities. We are now meeting once a month, and have just begun our research on finding out how older women with intellectual disabilities live. We are now starting to use what we have learned. © 2013 John Wiley & Sons Ltd.

An interprofessional service-learning course: uniting students across educational levels and promoting patient-centered care.

PubMed

Dacey, Marie; Murphy, Judy I; Anderson, Delia Castro; McCloskey, William W

2010-12-01

Recognizing the importance of interprofessional education, we developed a pilot interprofessional education course at our institution that included a total of 10 nursing, BS health psychology, premedical, and pharmacy students. Course goals were for students to: 1) learn about, practice, and enhance their skills as members of an interprofessional team, and 2) create and deliver a community-based service-learning program to help prevent or slow the progression of cardiovascular disease in older adults. Teaching methods included lecture, role-play, case studies, peer editing, oral and poster presentation, and discussion. Interprofessional student teams created and delivered two different health promotion programs at an older adult care facility. Despite barriers such as scheduling conflicts and various educational experiences, this course enabled students to gain greater respect for the contributions of other professions and made them more patient centered. In addition, inter-professional student teams positively influenced the health attitudes and behaviors of the older adults whom they encountered. Copyright 2010, SLACK Incorporated.

Economic benefit of the PHLAME wellness programme on firefighter injury.

PubMed

Kuehl, K S; Elliot, D L; Goldberg, L; Moe, E L; Perrier, E; Smith, J

2013-04-01

Work-related injuries and illness are prevalent and costly. Firefighting is especially hazardous and many firefighters sustain work-related injuries. Workplace health promotion programmes have shown positive return on investment (ROI). Little is known about how similar programmes would impact injury and cost among firefighters. To evaluate the impact of a workplace health promotion intervention on workers' compensation (WC) claims and medical costs among Oregon fire departments participating in the PHLAME (Promoting Healthy Lifestyles: Alternative Models' Effects) health promotion programme compared with Oregon fire departments not participating in PHLAME. Data from firefighters from four large urban fire departments in Oregon were evaluated using a retrospective quasi-experimental study design. Outcomes were (i) total annual firefighter WC claims, (ii) total annual incurred medical costs prior to and after implementation of the PHLAME firefighter worksite health promotion programme (iii) and an ROI analysis. Data were obtained from 1369 firefighters (mean age of 42 years, 91% white, 93% male). WC claims (P < 0.001) and medical costs (P < 0.01) were significantly lower among PHLAME fire departments compared with Oregon fire departments not participating in the programme. Fire departments participating in the PHLAME TEAM programme demonstrated a positive ROI of 4.61-1.00 (TEAM is used to indicate the 12-session peer-led health promotion programme). Fire department WC claims and medical costs were reduced after implementation of the PHLAME workplace health promotion programme. This is a low cost, team-based, peer-led, wellness programme that may provide a feasible, cost-effective means to reduce firefighter injury and illness rates.

Economic benefit of the PHLAME wellness programme on firefighter injury

PubMed Central

2013-01-01

Background Work-related injuries and illness are prevalent and costly. Firefighting is especially hazardous and many firefighters sustain work-related injuries. Workplace health promotion programmes have shown positive return on investment (ROI). Little is known about how similar programmes would impact injury and cost among firefighters. Aims To evaluate the impact of a workplace health promotion intervention on workers’ compensation (WC) claims and medical costs among Oregon fire departments participating in the PHLAME (Promoting Healthy Lifestyles: Alternative Models’ Effects) health promotion programme compared with Oregon fire departments not participating in PHLAME. Methods Data from firefighters from four large urban fire departments in Oregon were evaluated using a retrospective quasi-experimental study design. Outcomes were (i) total annual firefighter WC claims, (ii) total annual incurred medical costs prior to and after implementation of the PHLAME firefighter worksite health promotion programme (iii) and an ROI analysis. Results Data were obtained from 1369 firefighters (mean age of 42 years, 91% white, 93% male). WC claims (P < 0.001) and medical costs (P < 0.01) were significantly lower among PHLAME fire departments compared with Oregon fire departments not participating in the programme. Fire departments participating in the PHLAME TEAM programme demonstrated a positive ROI of 4.61–1.00 (TEAM is used to indicate the 12-session peer-led health promotion programme). Conclusions Fire department WC claims and medical costs were reduced after implementation of the PHLAME workplace health promotion programme. This is a low cost, team-based, peer-led, wellness programme that may provide a feasible, cost-effective means to reduce firefighter injury and illness rates. PMID:23416849

Implementation of a Quality Improvement Process Aimed to Deliver Higher-Value Physical Therapy for Patients With Low Back Pain: Case Report.

PubMed

Karlen, Emily; McCathie, Becky

2015-12-01

The current state of health care demands higher-value care. Due to many barriers, clinicians routinely do not implement evidence-based care even though it is known to improve quality and reduce cost of care. The purpose of this case report is to describe a theory-based, multitactic implementation of a quality improvement process aimed to deliver higher-value physical therapy for patients with low back pain. Patients were treated from January 2010 through December 2014 in 1 of 32 outpatient physical therapy clinics within an academic health care system. Data were examined from 47,755 patients (mean age=50.3 years) entering outpatient physical therapy for management of nonspecific low back pain, with or without radicular pain. Development and implementation tactics were constructed from adult learning and change management theory to enhance adherence to best practice care among 130 physical therapists. A quality improvement team implemented 4 tactics: establish care delivery expectations, facilitate peer-led clinical and operational teams, foster a learning environment focused on meeting a population's needs, and continuously collect and analyze outcomes data. Physical therapy utilization and change in functional disability were measured to assess relative cost and quality of care. Secondarily, charge data assessed change in physical therapists' application of evidence-based care. Implementation of a quality improvement process was measured by year-over-year improved clinical outcomes, decreased utilization, and increased adherence to evidence-based physical therapy, which was associated with higher-value care. When adult learning and change management theory are combined in quality improvement efforts, common barriers to implementing evidence-based care can be overcome, creating an environment supportive of delivering higher-value physical therapy for patients with low back pain. © 2015 American Physical Therapy Association.

Developing Communities of Practice around e-Learning and Project Management

ERIC Educational Resources Information Center

Laxton, Ruth; Applebee, Andrelyn Cheryl

2010-01-01

In 2007-8 the Australian Catholic University (ACU National), undertook a project to develop new resources to provide training and support in eLearning for staff and students. The project was undertaken by a multidisciplinary team drawn from all six campuses and was led by an externally contracted Project Manager/eLearning specialist. This…

Chem-2-Chem: A One-to-One Supportive Learning Environment for Chemistry

NASA Astrophysics Data System (ADS)

Báez-Galib, Rosita; Colón-Cruz, Héctor; Resto, Wilfredo; Rubin, Michael R.

2005-12-01

The Chem-2-Chem (C2C) tutoring mentoring program was developed at the University of Puerto Rico at Cayey, an undergraduate institution serving Hispanic students, to increase student retention and help students achieve successful general chemistry course outcomes. This program provides a supportive learning environment designed to address students' academic and emotional needs in a holistic way. Advanced chemistry students offered peer-led, personalized, and individualized learning experiences through tutoring and mentoring to approximately 21% of students enrolled in the general chemistry course. Final grades from official class lists of all general chemistry course sections were analyzed using Student's t -test, paired t -test, and χ 2 analysis. Results during the seven semesters studied show an increase of 29% in successful course outcomes defined as final letter grades of A, B, and C obtained by Chem-2-Chem participants. For each final grade, highly statistically significant differences between participants and nonparticipants were detected. There were also statistically significant differences between successful course outcomes obtained by participants and nonparticipants for each of the semesters studied. This research supports recent trends in chemical education to provide a social context for learning experiences. This peer-led learning strategy can serve as an effective model to achieve excellence in science courses at a wide range of educational institutions.

Students' Perceptions of and Responses to Teaching Assistant and Peer Feedback

ERIC Educational Resources Information Center

Rodgers, Kelsey J.; Horvath, Aladar K.; Jung, Hyunyi; Fry, Amanda S.; Diefes-Dux, Heidi A.; Cardella, Monica E.

2015-01-01

Authentic open-ended problems are increasingly appearing in university classrooms at all levels. Formative feedback that leads to learning and improved student work products is a challenge, particularly in large enrollment courses. This is a case study of one first-year engineering student team's experience with teaching assistant and peer…

A Multifaceted Approach to Teamwork Assessment in an Undergraduate Business Program

ERIC Educational Resources Information Center

Kemery, Edward R.; Stickney, Lisa T.

2014-01-01

We describe a multifaceted, multilevel approach to teamwork learning and assessment. It includes teamwork knowledge, peer and self-appraisal of teamwork behavior, and individual and team performance on objective tests for teaching and assessing teamwork in an undergraduate business program. At the beginning of this semester-long process, students…

Implementation of a flipped classroom educational model in a predoctoral dental course.

PubMed

Park, Sang E; Howell, T Howard

2015-05-01

This article describes the development and implementation of a flipped classroom model to promote student-centered learning as part of a predoctoral dental course. This model redesigns the traditional lecture-style classroom into a blended learning model that combines active learning pedagogy with instructional technology and "flips" the sequence so that students use online resources to learn content ahead of class and then use class time for discussion. The dental anatomy portion of a second-year DMD course at Harvard School of Dental Medicine was redesigned using the flipped classroom model. The 36 students in the course viewed online materials before class; then, during class, small groups of students participated in peer teaching and team discussions based on learning objectives under the supervision of faculty. The utilization of pre- and post-class quizzes as well as peer assessments were critical motivating factors that likely contributed to the increase in student participation in class and helped place learning accountability on the students. Student feedback from a survey after the experience was generally positive with regard to the collaborative and interactive aspects of this form of blended learning.

Learning To Compete: Education, Training & Enterprise in Ghana, Kenya & South Africa. Education Research Paper.

ERIC Educational Resources Information Center

Afenyadu, Dela; King, Kenneth; McGrath, Simon; Oketch, Henry; Rogerson, Christian; Visser, Kobus

A multinational, multidisciplinary team examined the impact of globalization on education, training, and small and medium sized enterprise development in Ghana, Kenya, and South Africa. The study focused on the following issues: developing a learner-led competitiveness approach; building learning enterprises; education for microenterprises and…

From Autonomous to Peer E-Learning: How the FReE Team Turned ePortfolio Into a Social Network Between First and Final-Year Modern Languages Students

ERIC Educational Resources Information Center

Penet, Jean-Christophe

2015-01-01

In this case study, I will show how I redesigned the curriculum of a post-A Level French module in order to improve students' career awareness and their soft--interpersonal and transferable--skills through autonomous e-learning. In the first phase of the project (2012/13), students were encouraged to start thinking in French about their career…

Interprofessional education through service-learning: lessons from a student-led free clinic.

PubMed

Farlow, Janice L; Goodwin, Charles; Sevilla, Javier

2015-05-01

The academic community must replicate and strengthen existing models for interprofessional education (IPE) to meet widespread calls for team-based patient-centered care. One effective but under-explored possibility for IPE is through student-led clinics, which now exist in the majority of medical schools. This short report presents the Indiana University Student Outreach Clinic (IU-SOC), which involves seven different professional programs across three institutions, as a model for how IPE can be delivered formally through service learning. Lessons learned, such as nurturing an intentional interprofessional program, structured orientation and reflection, and resource and knowledge sharing between the clinic and academic institutions, can be applied to all student-led clinics, but also can inform other IPE initiatives in health professional curricula.

Peer-led Stress Prevention Seminars in the First Year of Medical School--A Project Report.

PubMed

Bugaj, Till Johannes; Mücksch, Christine; Schmid, Carolin; Junne, Florian; Erschens, Rebecca; Herzog, Wolfgang; Nikendei, Christoph

2016-01-01

From the beginning of the first year of medical studies, increased psychological stress and elevated burnout prevalence rates can be registered compared to sample populations. Characterized by learning "on an equal footing", the principle of peer-assisted learning (PAL) is widely used in medical education. This report aims to showcase the development and evaluation of peer-led stress prevention seminars for first year medical students after one year of implementation. With each of the three sessions lasting 90 min., the stress prevention seminars took place in small groups (6-10 students) in the period from November 2013 to January 2014 and from November 2014 to December 2014 at the Medical Faculty of Heidelberg. Led by trained peers, the seminar content ranged from psycho-educational elements, i.e. time management strategy development and test anxiety assistance, to relaxation techniques. All seminar sessions were evaluated via questionnaire. All questions were answered on a Likert scale ranging from 1 to 7 (1=strongly agree; 7=strongly disagree). 75 students consented to participate in seminars (65% female; aged 20.5±3.3 years). The series of seminars was averagely given the school grade of 1.2±0.4 (1=very good to 6=unsatisfactory) in WS 2013/14 and 1.5±0.5 in the following year and the peer tutors' competence was evaluated as very high (1.4 to 1.5 approval rate on the Likert scale). The seminar sessions' importance to the students is underlined by their very positive evaluations. This offer seems to have benefited students especially during the demanding transitional phase at the start of their studies. Both the implementation of the preventive measure at an early stage as well as the use of PAL seem to have proven effective. PAL seems to be effective in the field of stress prevention. However, specific efficacy studies are still lacking.

Intraprofessional, team-based treatment planning for oral health students in the comprehensive care clinic.

PubMed

Mattheos, Nikos; Storrs, Mark; Foster, Lea; Oberholzer, Theunis

2012-12-01

In 2009, Griffith University School of Dentistry and Oral Health, in Queensland, Australia, introduced into its various curricula the concept of team-based treatment planning (TBTP), aiming to facilitate intraprofessional, interdisciplinary training and peer learning among its students. Fifty student teams were organized, each of which included students from three programs (Dental Science, Oral Health Therapy, and Dental Technology) and three years of study (third-, fourth-, and fifth-year students). This study prospectively evaluated the impact of TBTP on students' perceptions and attitudes towards teamwork and their role in a team of peers. A total of 202 students who participated in fifty TBTP teams were prospectively surveyed at baseline and at six and twelve months after introduction of TBTP. "Reliable" and "responsible" were reported to be the most important qualities of both an effective team leader and member. Fifth-year students identified "hard-working" as an important quality of the ideal leader as opposed to the fourth-year students who ranked "supportive" higher. Attitudes of the fifth-year students towards TBTP appeared to have declined significantly from the previous years, while fourth-year students remained consistently more positive. In addition, fourth-year students appeared more likely to enjoy working in a team and considered themselves more effective in a team. No gender differences were observed, other than female students' appearing less confident to lead a team. It was concluded that the function of student-directed interdisciplinary, intraprofessional treatment planning teams might pose disproportionate strain on fifth-year students, impacting their attitudes to such modes of work.

Student-led tutorials in problem-based learning: educational outcomes and students' perceptions.

PubMed

Kassab, Salah; Abu-Hijleh, Marwan F; Al-Shboul, Qasim; Hamdy, Hossam

2005-09-01

The aim of this study was to examine the effectiveness of using students as tutors in a problem-based learning (PBL) medical curriculum. Ninety-one third-year medical students were divided into ten tutorial groups. The groups were randomly allocated into student-led tutorials (SLT) (five groups, n = 44 students) and faculty-led tutorials (FLT) (five groups, n = 47 students). Outcome measurements included assessment of students' performance in tutorials individually and as a group, end-unit examinations scores, assessment of tutoring skills and identifying students' perceptions about peer tutoring. Student tutors were perceived better in providing feedback and in understanding the difficulties students face in tutorials. Tutorial atmosphere, decision-making and support for the group leader were better in SLT compared with FLT groups. Self-assessment of student performance in SLT was not different from FLT. Student scores in the written and practical examinations were comparable in both groups. However, SLT groups found difficulties in analysis of problems presented in the first tutorial session. We conclude that the impact of peer tutoring on student performance in tutorials, group dynamics, and student achievement in examinations is positive overall. However, student tutors require special training before adopting this approach in PBL programs.

Observational analysis of near-peer and faculty tutoring in problem-based learning groups.

PubMed

Cianciolo, Anna T; Kidd, Bryan; Murray, Sean

2016-07-01

Near-peer and faculty staff tutors may facilitate problem-based learning (PBL) through different means. Near-peer tutors are thought to compensate for their lack of subject matter expertise with greater adeptness at group facilitation and a better understanding of their learners. However, theoretical explanations of tutor effectiveness have been developed largely from recollections of tutor practices gathered through student evaluation surveys, focus groups and interviews. A closer look at what happens during PBL sessions tutored by near-peers and faculty members seems warranted to augment theory from a grounded perspective. We conducted an observational study to explore interactional practices during PBL tutorials at our medical school, at which near-peer tutoring of Year 2 students is an established practice. Between October 2014 and May 2015, video-recordings were made of nine purposively sampled tutor groups using three tutor types (near-peer, clinical faculty and basic science faculty staff) across three systems-based units. An investigator team comprising a Year 2 student, a Year 4 student and a behavioural scientist independently analysed the videos until their observations reached saturation and then met face to face to discuss their detailed field notes. Through constant comparison, narratives of tutor practices and group dynamics were generated for each of the nine tutor groups, representing the collective impressions of the members of the investigator team. Variation was greater within than across tutor types. Tutors' practices idiosyncratically and sometimes substantially diverged from PBL principles, yet all tutors attempted to convey authority or 'insider' status with respect to the short- and long-term goals of medical education. Students prompted these status demonstrations by expressing gratitude, asking questions and exhibiting analogous status demonstrations themselves. Understanding the socio-cognitive nature of tutoring from a grounded perspective may provide a means to develop faculty staff of all types to better meet learner needs in a principled fashion. © 2016 John Wiley & Sons Ltd.

A qualitative description of the development and evaluation of our voice, a health promotion magazine created by pediatric patients for hospitalized pediatric patients.

PubMed

Luca, Paola D; Chan, Melissa; Basak, Sanjukta; Segal, Audrey O; Porepa, Michelle; Pinard, Marie; Au, Hosanna; Birken, Catherine S

2013-01-01

To facilitate a peer-developed health promotion magazine that provides health education and engages hospitalized pediatric patients during a hospital admission. To evaluate patient satisfaction with the content and layout of the magazine and its impact on patients' attitudes toward healthy living. A pediatric resident-led multidisciplinary team collaborated with the Children's Council at The Hospital for Sick Children to create a health promotion magazine for inpatients. Articles included a scavenger hunt, healthy recipes, physical activities, hospital staff interviews, and patient stories. Patients 7 to 18 years of age admitted to Pediatric Medicine or Respirology were invited to read the magazine and complete a questionnaire 24 hours later on their satisfaction with the magazine and their attitudes regarding healthy living. Thirty-seven patients received a copy of the magazine, and 24 patients completed the questionnaire (mean 13.4 years, 54% female, 25% overweight/obese). Eleven of 24 (46%) read the entire magazine, and 19 of 23 (83%) reported learning. The exercises, recipes, and patient stories were most liked. Ten of 24 (42%) participants performed the exercises; the most common reason for not trying an exercise was pain. After reading the magazine, 15 of 24 (65%) patients reported that they will try to be more active, and 11 of 23 (48%) reported that they will try to eat more fruits and vegetables. Eighty-three percent were interested in a future edition. A health promotion magazine created by patients for patients changed patient-reported attitudes about healthy living. Peer-led interventions in the inpatient setting may be an important opportunity to promote healthy lifestyles and require further study.

Managed Care Peer-Led Teaching: An Innovative Learning Approach Outside the College of Pharmacy Core Curriculum.

PubMed

Tang, SyHui; Smith, Julia; Lau, Wilson; Tse, Isaac; Tan, Christine; Cotten, Ryan; Pittenger, Amy

2017-07-01

Managed care pharmacy is a growing field, but there are still limited educational opportunities available in pharmacy school core curricula. Students often seek self-directed learning opportunities to further explore the field. To (a) evaluate practicality and effectiveness of a student-designed managed care pharmacy elective and (b) determine emerging best practices for design and sustainability of peer-led, self-directed courses. A managed care elective course was designed as a student, peer-led course during the 2012-2013 school year at the University of Minnesota College of Pharmacy. As the course evolved, coordinators evaluated the effectiveness and sustainability of a student-led elective. The course required students to select a managed care topic of interest and deliver a discussion-based presentation. Teleconferencing was used to maximize participation and flexibility of pharmacist delegates from local managed care organizations who provided industry insight and expert mentorship. Data sources were gathered via course evaluation surveys, peer evaluations of presentations, and postgraduation surveys. Data were used to guide course improvement, gain insight into motivation for student participation, and evaluate the effect on career choices. During the fall and spring semesters of 2014-2015, 45 students participated and completed surveys: 28 in the fall and 17 in the spring. Seventy percent of enrollees took the course because of interest in managed care; 12% took the course because of referrals from past students; and 12% enrolled to explore topics outside of the pharmacy core curriculum. After completion of the course, 50% of students felt "somewhat comfortable" in discussing managed care topics, and 31% felt "very comfortable." None of the 17 students from the spring semester class answered "not comfortable" or "somewhat not comfortable." Suggestions for improvement from the fall semester class led to smaller class size, a roundtable setting, and new meeting times. In a survey of 6 graduates, 1 student pursued a fellowship; 2 students obtained managed care residencies; and 1 student worked as a managed care pharmacist. Data collected from students enrolled in the managed care elective indicated increased exposure and enhanced knowledge on topics discussed. Data also indicated value and support for the addition of peerled courses to the College of Pharmacy's curriculum. Graduates who took the course have pursued managed care careers and confirmed the benefits of peer-led learning. No outside funding supported this study. The authors have nothing to disclose. Study concept and design were contributed by Tang, Smith, Tse, Tan, and Pittenger. Lau took the lead in data collection, along with Tang and Smith. Data interpretation was performed primarily by Lau, along with Tang, Smith, and Pittenger. The manuscript was written by all the authors and revised primarily by Tang, along with Smith, Lau, Pittenger, and Tan. This research was presented as a poster at the Academy of Managed Care Pharmacy Nexus 2015; October 26-29, 2015; Orlando, Florida.

Peer-led, transformative learning approaches increase classroom engagement in care self-management classes during inpatient rehabilitation of individuals with spinal cord injury.

PubMed

Gassaway, Julie; Jones, Michael L; Sweatman, W Mark; Young, Tamara

2017-10-16

Evaluate effects of revised education classes on classroom engagement during inpatient rehabilitation for individuals with spinal cord injury/disease (SCI/D). Multiple-baseline, quasi-experimental design with video recorded engagement observations during conventional and revised education classes; visual and statistical analysis of difference in positive engagement responses observed in classes using each approach. 81 patients (72% male, 73% white, mean age 36 SD 15.6) admitted for SCI/D inpatient rehabilitation in a non-profit rehabilitation hospital, who attended one or more of 33 care self-management education classes that were video recorded. All study activities were approved by the host facility institutional review board. Conventional nurse-led self-management classes were replaced with revised peer-led classes incorporating approaches to promote transformative learning. Revised classes were introduced across three subject areas in a step-wise fashion over 15 weeks. Positive engagement responses (asking questions, participating in discussion, gesturing, raising hand, or otherwise noting approval) were documented from video recordings of 14 conventional and 19 revised education classes. Significantly higher average (per patient per class) positive engagement responses were observed in the revised compared to conventional classes (p=0.008). Redesigning SCI inpatient rehabilitation care self-management classes to promote transformative learning increased patient engagement. Additional research is needed to examine longer term outcomes and replicability in other settings.

Exploring the use of student-led simulated practice learning in pre-registration nursing programmes.

PubMed

Brown, Jo; Collins, Guy; Gratton, Olivia

2017-09-20

Simulated practice learning is used in pre-registration nursing programmes to replicate situations that nursing students are likely to encounter in clinical practice, but in a safe and protected academic environment. However, lecturer-led simulated practice learning has been perceived as detached from contemporary nursing practice by some nursing students. Therefore, a pilot project was implemented in the authors' university to explore the use of student-led simulated practice learning and its potential benefits for nursing students. To evaluate the effectiveness of student-led simulated practice learning in pre-registration nursing programmes. The authors specifically wanted to: enhance the students' skills; improve their critical thinking and reflective strategies; and develop their leadership and management techniques. A literature review was undertaken to examine the evidence supporting student-led simulated practice learning. A skills gap analysis was then conducted with 35 third-year nursing students to identify their learning needs, from which suitable simulated practice learning scenarios and sessions were developed and undertaken. These sessions were evaluated using debriefs following each of the sessions, as well as informal discussions with the nursing students. The pilot project identified that student-led simulated learning: developed nursing students' ability to plan and facilitate colleagues' practice learning; enabled nursing students to develop their mentoring skills; reinforced the nursing students' self-awareness, which contributed to their personal development; and demonstrated the importance of peer feedback and support through the debriefs. Challenges included overcoming some students' resistance to the project and that some lecturers were initially concerned that nursing students may not have the clinical expertise to lead the simulated practice learning sessions effectively. This pilot project has demonstrated how student-led simulated practice learning sessions could be used to engage nursing students as partners in their learning, enhance their knowledge and skills, and promote self-directed learning. ©2012 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

ROAST: Peer Review as a Learning and Assessment Tool in Graduate Education

NASA Astrophysics Data System (ADS)

Somerville, R. C.

2003-12-01

Constructivist learning theory and inquiry-based educational practice stress the parallels between learning and research. Although peer review has long been a central feature of the working lives of research scientists, it has rarely found its way into the classroom. Motivated by this thought, an imaginary journal, Reviews of Atmospheric Science Topics (ROAST), has been integrated into a graduate-level course in atmospheric thermodynamics. The instructor acts as editor of ROAST. Students in the class are divided into teams and assigned topics on which to write survey papers and give in-class presentations, using the text, the Internet, the library, and other resources. The assigned topics range over the subject matter of the course. The submitted survey papers are sent by the ROAST editor to other members of the class, acting as anonymous reviewers. Just as in the case of real research journals, the editor asks the authors to respond to criticisms of reviewers and then sends the revised papers back to the reviewers. Each student is thus a researcher and co-author of one paper as well as an anonymous reviewer of several others. ROAST has proven to be not only a useful means of fostering learning, but also a natural and effective assessment tool. The peer review mechanism allows the student authors to address the defects in their papers, and hence in their learning, as pointed out not by an authority figure or an examination but by their own peers. As an important side benefit, the students gain experience with the peer review process itself and come to appreciate its strengths and weaknesses in evaluating scientific papers.

Emergence of Yalom's therapeutic factors in a peer-led, asynchronous, online support group for family caregivers.

PubMed

Diefenbeck, Cynthia A; Klemm, Paula R; Hayes, Evelyn R

2014-01-01

Support groups fill a critical void in the health care system, harnessing the power of shared experiences to provide support to group members. Likewise, family caregivers fill a void in the health care system, providing billions in unpaid care to the chronically ill. Caregiver support groups offer an opportunity for alleviating the psychological burden of caregiving. The power of any group, including a support group, to foster psychological well-being lies in its ability to cultivate Yalom's therapeutic factors. Gaps in the literature remain regarding the ability of non-prototypical groups to promote therapeutic mechanisms of change. The purpose of this study was to determine if and when Yalom's therapeutic group factors emerged in a peer-led support group delivered in an asynchronous, online format. Qualitative content analysis utilizing deductive category application was employed. Participants' responses were coded and frequency counts were conducted. Results revealed that 9 of 11 therapeutic factors emerged over the course of the group, with Group Cohesiveness, Catharsis, Imparting of Information, and Universality occurring most often. Several factors, including Interpersonal Learning, Corrective Recapitulation of the Primary Family Group, Imitative Behavior, and Development of Socializing Techniques were absent or virtually absent, likely due to the peer-led format of the group. Progression of therapeutic factors over the course of the group is presented. Findings demonstrate the presence of a variety of Yalom's therapeutic factors in an asynchronous, peer-led online support group.

Engaging students in a community of learning: Renegotiating the learning environment.

PubMed

Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

2018-03-01

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Assessment of student interprofessional education (IPE) training for team-based geriatric home care: does IPE training change students' knowledge and attitudes?

PubMed

Reilly, Jo Marie; Aranda, María P; Segal-Gidan, Freddi; Halle, Ashley; Han, Phuu Pwint; Harris, Patricia; Jordan, Katie; Mulligan, Roseann; Resnik, Cheryl; Tsai, Kai-Ya; Williams, Brad; Cousineau, Michael R

2014-01-01

Our study assesses changes in students' knowledge and attitudes after participation in an interprofessional, team-based, geriatric home training program. Second-year medical, physician assistant, occupational therapy, social work, and physical therapy students; third-year pharmacy students; and fourth-year dental students were led by interprofessional faculty teams. Student participants were assessed before and after the curriculum using an interprofessional attitudes learning scale. Significant differences and positive data trends were noted at year-end. Our study suggests that early implementation, assessment, and standardization of years of student training is needed for optimal interprofessional geriatric learning. Additionally, alternative student assessment tools should be considered for future studies.

Teacher Self-Knowledge: The Deeper Learning

ERIC Educational Resources Information Center

McIntosh, Peggy

2015-01-01

The National Seeking Educational Equity and Diversity (SEED) Project on Inclusive Curriculum is the nation's largest peer-led leadership development project. It engages public and private school teachers, college faculty, parents, and community leaders from all subject areas, grade levels, and geographic locations to create gender fair,…

Evaluation of a Modified Debate Exercise Adapted to the Pedagogy of Team-Based Learning

PubMed Central

Yang, Haoshu; Gupta, Vasudha

2018-01-01

Objective. To assess the impact of a debate exercise on self-reported evidence of student learning in literature evaluation, evidence-based decision making, and oral presentation. Methods. Third-year pharmacy students in a required infectious disease therapeutics course participated in a modified debate exercise that included a reading assignment and readiness assessment tests consistent with team-based learning (TBL) pedagogy. Peer and faculty assessment of student learning was accomplished with a standardized rubric. A pre- and post-debate survey was used to assess self-reported perceptions of abilities to perform skills outlined by the learning objectives. Results. The average individual readiness assessment score was 93.5% and all teams scored 100% on their team readiness assessments. Overall student performance on the debates was also high with an average score of 88.2% prior to extra credit points. Of the 95 students, 88 completed both pre- and post-surveys (93% participation rate). All learning objectives were associated with a statistically significant difference between pre- and post-debate surveys with the majority of students reporting an improvement in self-perceived abilities. Approximately two-thirds of students enjoyed the debates exercise and believed it improved their ability to make and defend clinical decisions. Conclusion. A debate format adapted to the pedagogy of TBL was well-received by students, documented high achievement in assessment of skills, and improved students’ self-reported perceptions of abilities to evaluate the literature, develop evidence-based clinical decisions, and deliver an effective oral presentation.

A pilot study of team learning on in-patient rounds.

PubMed

Colbert, James; Pelletier, Stephen; Xavier-Depina, Francisca; Shields, Helen

2016-02-01

Medical trainees often do not receive structured teaching during in-patient rounds. To assess whether the addition of a collaborative team learning technique would improve the learning experience on a general medicine in-patient team. Eight learners participated in this pilot study. Learning teams consisted of internal medicine residents and third-year medical students on a general medicine in-patient rotation. The experimental curriculum covered four common topics: cardiac stress testing; syncope; pneumonia; and valvular heart disease. Sessions had the following format: (1) each learner answered five self-assessment questions using an immediate feedback technique; (2) learners were divided into groups of two or three to discuss their answers; (3) the teaching doctor led a discussion to clarify and summarise, and also distributed a handout delineating key learning points. Control sessions consisted of the usual teaching rounds. Learners were e-mailed a daily online survey asking them to rate the rounds and handouts on a Likert scale. Medical trainees often do not receive structured teaching during in-patient rounds All of the learners rated the collaborative team learning intervention as either 'excellent' or 'very good'. Learners also indicated that they found the take-away handout valuable, and positive responses were also noted in the survey comments. A novel collaborative team learning technique resulted in high ratings of teaching rounds by medical residents and medical students. Learners found the sessions engaging, high yield, and educationally valuable. This interactive discussion-based teaching method could be used to enhance the learning experience during teaching rounds on medical, surgical and subspecialty services. © 2015 John Wiley & Sons Ltd.

Variations in the perceptions of peer and coach motivational climate.

PubMed

Vazou, Spiridoula

2010-06-01

This study examined (a) variations in the perceptions of peer- and coach-generated motivational climate within and between teams and (b) individual- and group-level factors that can account for these variations. Participants were 483 athletes between 12 and 16 years old. The results showed that perceptions of both peer- and coach-generated climate varied as a function of group-level variables, namely team success, coach's gender (except for peer ego-involving climate), and team type (only for coach ego-involving climate). Perceptions of peer- and coach-generated climate also varied as a function of individual-level variables, namely athletes' task and ego orientations, gender, and age (only for coach task-involving and peer ego-involving climate). Moreover, within-team variations in perceptions of peer- and coach-generated climate as a function of task and ego orientation levels were identified. Identifying and controlling the factors that influence perceptions of peer- and coach-generated climate may be important in strengthening task-involving motivational cues.

Voluntary peer-led exam preparation course for international first year students: Tutees' perceptions.

PubMed

Huhn, Daniel; Eckart, Wolfgang; Karimian-Jazi, Kianush; Amr, Ali; Herzog, Wolfgang; Nikendei, Christoph

2015-06-18

While the number of international students has increased over the last decade, such students face diverse challenges due to language and cultural barriers. International medical students suffer from personal distress and a lack of support. Their performance is significantly lower than non-international peers in clinical examinations. We investigated whether international students benefit from a peer-led exam preparation course. An exam preparation course was designed, and relevant learning objectives were defined. Two evaluations were undertaken: Using a qualitative approach, tutees (N = 10) were asked for their thoughts and comments in a semi-structured interview at the end of the semester. From a quantitative perspective, all participants (N = 22) were asked to complete questionnaires at the end of each course session. International students reported a range of significant benefits from the course as they prepared for upcoming exams. They benefited from technical and didactic, as well as social learning experiences. They also considered aspects of the tutorial's framework helpful. Social and cognitive congruence seem to be the key factors to success within international medical students' education. If tutors have a migration background, they can operate as authentic role models. Furthermore, because they are still students themselves, they can offer support using relevant and understandable language.

Improving access to screening for people with learning disabilities.

PubMed

Marriott, Anna; Turner, Sue; Giraud-Saunders, Alison

2014-11-04

People with learning disabilities have poorer health than their non-disabled peers, and are less likely to access screening services than the general population. The National Development Team for Inclusion and the Norah Fry Research Centre developed a toolkit and guidance to improve uptake of five national (English) screening programmes (one of which is delivered through local programmes), based on work to improve access by people with learning disabilities in the south west peninsula of the UK. This article describes the findings in relation to the five English screening programmes and suggests ways to improve uptake of cancer screening by people with learning disabilities.

Photovoice: Engaging Children with Autism and Their Teachers

ERIC Educational Resources Information Center

Carnahan, Christi R.

2006-01-01

Photovoice is an educational action research tool that embraces visual communication through photography and allows for individualization. In this article, the author describes how a visual teaching method known as photovoice led to improved engagement with peers and learning materials for two young boys with autism. The author also describes how…

Peer-Based Control in Self-Managing Teams: Linking Rational and Normative Influence with Individual and Group Performance

ERIC Educational Resources Information Center

Stewart, Greg L.; Courtright, Stephen H.; Barrick, Murray R.

2012-01-01

The authors use a multilevel framework to introduce peer-based control as a motivational state that emerges in self-managing teams. The authors specifically describe how "peer-based rational control", which is defined as team members perceiving the distribution of economic rewards as dependent on input from teammates, extends and…

Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics

NASA Astrophysics Data System (ADS)

Kim, Beaumie; Pathak, Suneeta A.; Jacobson, Michael J.; Zhang, Baohui; Gobert, Janice D.

2015-12-01

Model-based reasoning has been introduced as an authentic way of learning science, and many researchers have developed technological tools for learning with models. This paper describes how a model-based tool, BioLogica™, was used to facilitate genetics learning in secondary 3-level biology in Singapore. The research team co-designed two different pedagogical approaches with teachers, both of which involved learner-centered "exploration and reflection" with BioLogica and teacher-led "telling" or "consolidation." One group went through the stand-alone BioLogica units for all topics prior to a series of teacher-led instructions, whereas the other group was engaged in teacher-led activities after using BioLogica for each topic. Based on the results of a series of tests on genetics, the groups performed differently from what the teacher had expected. We explore how the design of the two approaches and interactions among students might have contributed to the results.

Online learning in paediatrics: a student-led web-based learning modality.

PubMed

Gill, Peter; Kitney, Lauren; Kozan, Daniel; Lewis, Melanie

2010-03-01

undergraduate medical education is shifting away from traditional didactic methods towards a more self-directed learning environment. E-learning has emerged as a vital learning modality that allows students to apply key principles to practical scenarios in a truly personalised approach.  at the University of Alberta, paediatrics is taught longitudinally, with lectures distributed throughout the preclinical curriculum and concentrated in the 8-week paediatric clinical clerkship. As a result, students entering clerkship lack core foundational knowledge and clinical skills. PedsCases (http://www.pedscases.com) is a student-driven interactive website designed to achieve the learning outcomes identified by the competency-based paediatric curriculum. This open-access e-learning tool is a comprehensive peer-reviewed learning resource that incorporates various learning modalities. Material is student generated and peer reviewed by staff paediatricians to ensure validity, accuracy and usefulness. After 17 months, PedsCases contains 216 questions, 19 cases, 11 flashcard-type quizzes, 11 podcasts and two clinical videos, and has had 2148 unique visitors from 73 different countries. PedsCases is one of the top five references returned by Internet search engines for the phrase 'paediatrics for medical students'. PedsCases is a collaborative resource created for and by medical students that provides an opportunity for active self-directed learning while disseminating knowledge in an evidence-based, interactive and clinically relevant fashion. PedsCases encourages students to take an active role in their education and drive medical education initiatives in response to the evolving curriculum. As the focus of medical education shifts towards independent learning, student-led educational tools such as PedsCases have emerged as essential resources for students. © Blackwell Publishing Ltd 2010.

Intentionally Flawed Manuscripts as Means for Teaching Students to Critically Evaluate Scientific Papers

ERIC Educational Resources Information Center

Ferenc, Jaroslav; Cervenák, Filip; Bircák, Erik; Juríková, Katarína; Goffová, Ivana; Gorilák, Peter; Huraiová, Barbora; Plavá, Jana; Demecsová, Loriana; Duríková, Nikola; Galisová, Veronika; Gazdarica, Matej; Puškár, Marek; Nagy, Tibor; Nagyová, Sona; Mentelová, Lucia; Slaninová, Miroslava; Ševcovicová, Andrea; Tomáška, Lubomír

2018-01-01

As future scientists, university students need to learn how to avoid making errors in their own manuscripts, as well as how to identify flaws in papers published by their peers. Here we describe a novel approach on how to promote students' ability to critically evaluate scientific articles. The exercise is based on instructing teams of students to…

Improving Doctoral Support through Group Supervision: Analysing Face-to-Face and Technology-Mediated Strategies for Nurturing and Sustaining Scholarship

ERIC Educational Resources Information Center

Hutchings, Maggie

2017-01-01

The challenges of the doctoral journey can create social and academic isolation. Student support is normally facilitated through the supervisory team and research training programmes. There is little empirical evidence on the role group supervision and peer learning can play in nurturing and sustaining doctoral scholarship. This article explores…

How Individual Performance Affects Variability of Peer Evaluations in Classroom Teams: A Distributive Justice Perspective

ERIC Educational Resources Information Center

Davison, H. Kristl; Mishra, Vipanchi; Bing, Mark N.; Frink, Dwight D.

2014-01-01

Business school courses often require team projects, both for pedagogical reasons as well as to prepare students for the kinds of team-based activities that are common in organizations these days. However, social loafing is a common problem in teams, and peer evaluations by team members are sometimes used in such team settings to assess…

Explorations in Cooperative Systems: Thinking Collectively to Learn, Learning Individually to Think

DTIC Science & Technology

1989-12-01

indicates that the CL research lacks sufficient experimental controls, as well as, fails to use current theories associated with cognitiv-e approaches...comparing/contrasting some of the differences between CL and GPS. Finally, examples of successful CL are given to show the transition from theory to...Schmuck, 1985). For example, Stodolsky (1984) differentiates peer-work groups from teacher- led groups. She suggests that there are five types of

Student Peer Review as a Tool for Efficiently Achieving Subject-Specific and Generic Learning Outcomes: Examples in Botany at the Faculty of Agriculture, University of Belgrade

ERIC Educational Resources Information Center

Quarrie, Sofija Pekic

2007-01-01

Several teachers at the Faculty of Agriculture at the University of Belgrade recognised the need to improve teaching methods in order to actively involve students in the teaching process, help them learn more effectively, and reduce the low exam pass rate. This led to a purpose-designed course on improving academic skills, after which the author…

An evaluation of an interprofessional practice-based learning environment using student reflections.

PubMed

Housley, Cora L; Neill, Kathryn K; White, Lanita S; Tedder, Andrea T; Castleberry, Ashley N

2018-01-01

The 12th Street Health and Wellness Center is an interprofessional, student-led, community-based clinic. Students from all University of Arkansas for Medical Sciences colleges work together to provide healthcare services for residents of an underserved community. Interprofessional student teams assess patients and present to an interprofessional preceptor team. At the conclusion of clinic, teams reflect on their experience. The objective of this study is to generate key themes from the end of clinic reflections to describe learning outcomes in an interprofessional practice environment. Student teams were asked to reflect on what they learned about patient care and interprofessional practice while volunteering at the clinic. Three hundred eighty reflection statements were assessed using the constant comparative approach with open coding by three researchers who identified and categorised themes by selecting key phrases from reflections. Eight themes emerged from this process which illuminated students' self-perceived development during practice-based learning and interprofessional collaboration. Key phrases were also coded to the four core Interprofessional Education Collaborative competency domains. These results suggest learners' perception that the Center is a practice-based environment that provides an opportunity to learn, integrate, and apply interprofessional curricular content.

A student-led course in clinical reasoning in the core curriculum

PubMed Central

Zijdenbos, Ingeborg L.; de Haan, Margriet C.; Valk, Gerlof D.

2010-01-01

Objectives There is growing evidence for the value of several forms of peer teaching in medical education. Little is known about the feasibility of such an approach in courses of clinical reasoning. The University Medical Center Utrecht offers a clinical reasoning course for first and second year students which previously had been occasionally led by sixth year, i.e. near-peer students. We evaluated a version of this course, fully delivered by final year students. Methods In 2008-2009 this highly structured mandatory clinical reasoning course for second year medical students was fully tutored by final year medical students, as part of a teacher training course in their core curriculum. Routine evaluations before and after introducing near-peers as tutors were compared, a focused questionnaire survey was conducted, as well as an interview with a group of students to evaluate the new format. Results There was no difference in the ratings of the course before and after the introduction of the new format. In general, second year students are satisfied with the near-peer teachers. Strong points mentioned are their high motivation, involvement, enthusiasm, adjustment of cognitive level of teaching to the recipient students and stimulating skills. Conclusions Although our study cannot provide evidence for differential learning effects, the evaluation of our final year student led clinical reasoning course shows encouraging results.

Team-based assessment of professional behavior in medical students.

PubMed

Raee, Hojat; Amini, Mitra; Momen Nasab, Ameneh; Malek Pour, Abdolrasoul; Jafari, Mohammad Morad

2014-07-01

Self and peer assessment provides important information about the individual's performance and behavior in all aspects of their professional environment work. The aim of this study is to evaluate the professional behavior and performance in medical students in the form of team based assessment. In a cross-sectional study, 100 medical students in the 7(th) year of education were randomly selected and enrolled; for each student five questionnaires were filled out, including one self-assessment, two peer assessments and two residents assessment. The scoring system of the questionnaires was based on seven point Likert scale.  After filling out the questions in the questionnaire, numerical data and written comments provided to the students were collected, analyzed and discussed. Internal consistency (Cronbach's alpha) of the questionnaires was assessed. A p<0.05 was considered as significant level. Internal consistency was acceptable (Cronbach's alpha 0.83). Interviews revealed that the majority of students and assessors interviewed found the method acceptable. The range of scores was 1-6 (Mean±SD=4.39±0.57) for the residents' assessment, 2-6 (Mean±SD= 4.49±0.53) for peer assessment, and 3-7 (Mean±SD=5.04±0.32) for self-assessment. There was a significant difference between self assessment and other methods of assessment. This study demonstrates that a team-based assessment is an acceptable and feasible method for peer and self-assessment of medical students' learning in a clinical clerkship, and has some advantages over traditional assessment methods. Further studies are needed to focus on the strengths and weaknesses.

External Peer Review Report on the Defense Contract Management Agency Office of Independent Assessment Internal Review Team

DTIC Science & Technology

2015-11-02

External Peer Review Report on the Defense Contract Management Agency Office of Independent Assessment Internal Review Team N O V E M B E R 2 , 2 0 1 5... MANAGEMENT AGENCY SUBJECT: External Peer Review Report on the Defense Contract Management Agency Office of Independent Assessment Internal Review Team...Report No. DODIG-2016-007) Attached is the External Peer Review Report on the Defense Contract Management Agency Office of Independent Assessment

A clinical procedures curriculum for undergraduate medical students: the eight-year history of a third-year immersive experience.

PubMed

Thompson, Laura; Exline, Matthew; Leung, Cynthia G; Way, David P; Clinchot, Daniel; Bahner, David P; Khandelwal, Sorabh

2016-01-01

Background Procedural skills training is a critical component of medical education, but is often lacking in standard clinical curricula. We describe a unique immersive procedural skills curriculum for medical students, designed and taught primarily by emergency medicine faculty at The Ohio State University College of Medicine. Objectives The primary educational objective of this program was to formally introduce medical students to clinical procedures thought to be important for success in residency. The immersion strategy (teaching numerous procedures over a 7-day period) was intended to complement the student's education on third-year core clinical clerkships. Program design The course introduced 27 skills over 7 days. Teaching and learning methods included lecture, prereading, videos, task trainers, peer teaching, and procedures practice on cadavers. In year 4 of the program, a peer-team teaching model was adopted. We analyzed program evaluation data over time. Impact Students valued the selection of procedures covered by the course and felt that it helped prepare them for residency (97%). The highest rated activities were the cadaver lab and the advanced cardiac life support (97 and 93% positive endorsement, respectively). Lectures were less well received (73% positive endorsement), but improved over time. The transition to peer-team teaching resulted in improved student ratings of course activities (p<0.001). Conclusion A dedicated procedural skills curriculum successfully supplemented the training medical students received in the clinical setting. Students appreciated hands-on activities and practice. The peer-teaching model improved course evaluations by students, which implies that this was an effective teaching method for adult learners. This course was recently expanded and restructured to place the learning closer to the clinical settings in which skills are applied.

A clinical procedures curriculum for undergraduate medical students: the eight-year history of a third-year immersive experience.

PubMed

Thompson, Laura; Exline, Matthew; Leung, Cynthia G; Way, David P; Clinchot, Daniel; Bahner, David P; Khandelwal, Sorabh

2016-01-01

Procedural skills training is a critical component of medical education, but is often lacking in standard clinical curricula. We describe a unique immersive procedural skills curriculum for medical students, designed and taught primarily by emergency medicine faculty at The Ohio State University College of Medicine. The primary educational objective of this program was to formally introduce medical students to clinical procedures thought to be important for success in residency. The immersion strategy (teaching numerous procedures over a 7-day period) was intended to complement the student's education on third-year core clinical clerkships. The course introduced 27 skills over 7 days. Teaching and learning methods included lecture, prereading, videos, task trainers, peer teaching, and procedures practice on cadavers. In year 4 of the program, a peer-team teaching model was adopted. We analyzed program evaluation data over time. Students valued the selection of procedures covered by the course and felt that it helped prepare them for residency (97%). The highest rated activities were the cadaver lab and the advanced cardiac life support (97 and 93% positive endorsement, respectively). Lectures were less well received (73% positive endorsement), but improved over time. The transition to peer-team teaching resulted in improved student ratings of course activities (p<0.001). A dedicated procedural skills curriculum successfully supplemented the training medical students received in the clinical setting. Students appreciated hands-on activities and practice. The peer-teaching model improved course evaluations by students, which implies that this was an effective teaching method for adult learners. This course was recently expanded and restructured to place the learning closer to the clinical settings in which skills are applied.

Effectiveness of peer-led dissonance-based eating disorder prevention groups: results from two randomized pilot trials.

PubMed

Stice, Eric; Rohde, Paul; Durant, Shelley; Shaw, Heather; Wade, Emily

2013-05-01

The present preliminary trials tested whether undergraduate peer leaders can effectively deliver a dissonance-based eating disorder prevention program, which could facilitate broad dissemination of this efficacious intervention. In Study 1, female undergraduates (N=171) were randomized to peer-led groups, clinician-led groups, or an educational brochure control condition. In Study 2, which improved a design limitation of Study 1 by using completely parallel outcome measures across conditions, female undergraduates (N=148) were randomized to either immediate peer-led groups or a waitlist control condition. In Study 1, participants in peer- and clinician-led groups showed significantly greater pre-post reductions in risk factors and eating disorder symptoms than controls (M d=.64 and .98 respectively), though clinician- versus peer-led groups had higher attendance and competence ratings, and produced stronger effects at posttest (M d=.32) and at 1-year follow-up (M d=.26). In Study 2, participants in peer-led groups showed greater pre-post reductions in all outcomes than waitlist controls (M d=.75). Results provide novel evidence that dissonance-based eating disorder prevention groups led by undergraduate peers are feasible and produce greater reductions in eating disorder risk factors and symptoms than minimal-intervention control conditions, but indicate that effects are smaller for peer- versus clinician-led groups. Copyright © 2013 Elsevier Ltd. All rights reserved.

The long-term effects of a peer-led sex education programme (RIPPLE): a cluster randomised trial in schools in England.

PubMed

Stephenson, Judith; Strange, Vicki; Allen, Elizabeth; Copas, Andrew; Johnson, Anne; Bonell, Chris; Babiker, Abdel; Oakley, Ann

2008-11-25

Peer-led sex education is widely believed to be an effective approach to reducing unsafe sex among young people, but reliable evidence from long-term studies is lacking. To assess the effectiveness of one form of school-based peer-led sex education in reducing unintended teenage pregnancy, we did a cluster (school) randomised trial with 7 y of follow-up. Twenty-seven representative schools in England, with over 9,000 pupils aged 13-14 y at baseline, took part in the trial. Schools were randomised to either peer-led sex education (intervention) or to continue their usual teacher-led sex education (control). Peer educators, aged 16-17 y, were trained to deliver three 1-h classroom sessions of sex education to 13- to 14-y-old pupils from the same schools. The sessions used participatory learning methods designed to improve the younger pupils' skills in sexual communication and condom use and their knowledge about pregnancy, sexually transmitted infections (STIs), contraception, and local sexual health services. Main outcome measures were abortion and live births by age 20 y, determined by anonymised linkage of girls to routine (statutory) data. Assessment of these outcomes was blind to sex education allocation. The proportion of girls who had one or more abortions before age 20 y was the same in each arm (intervention, 5.0% [95% confidence interval (CI) 4.0%-6.3%]; control, 5.0% [95% CI 4.0%-6.4%]). The odds ratio (OR) adjusted for randomisation strata was 1.07 (95% CI 0.80-1.42, p = 0.64, intervention versus control). The proportion of girls with one or more live births by 20.5 y was 7.5% (95% CI 5.9%-9.6%) in the intervention arm and 10.6% (95% CI 6.8%-16.1%) in the control arm, adjusted OR 0.77 (0.51-1.15). Fewer girls in the peer-led arm self-reported a pregnancy by age 18 y (7.2% intervention versus 11.2% control, adjusted OR 0.62 [95% CI 0.42-0.91], weighted for non-response; response rate 61% intervention, 45% control). There were no significant differences for girls or boys in self-reported unprotected first sex, regretted or pressured sex, quality of current sexual relationship, diagnosed sexually transmitted diseases, or ability to identify local sexual health services. Compared with conventional school sex education at age 13-14 y, this form of peer-led sex education was not associated with change in teenage abortions, but may have led to fewer teenage births and was popular with pupils. It merits consideration within broader teenage pregnancy prevention strategies.

Pathology Residents Comprise Inspection Team for a CAP Self-Inspection.

PubMed

Beal, Stacy G; Kresak, Jesse L; Yachnis, Anthony T

2017-01-01

We report our experience at the University of Florida in which residents and fellows served as the inspection team for a College of American Pathologists (CAP) self-inspection. We aimed to determine whether the CAP self-inspection could serve as a learning opportunity for pathology residents and fellows. To prepare for the inspection, we provided a series of 4 lunchtime seminars covering numerous laboratory management topics relating to inspections and laboratory quality. Preparation for the inspection began approximately 4 months prior to the date of the inspection. The intent was to simulate a CAP peer inspection, with the exception that the date was announced. The associate residency program director served as the team leader. All residents and fellows completed inspector training provided by CAP, and the team leader completed the team leader training. A 20 question pre- and posttest was administered; additionally, an anonymous survey was given after the inspection. The residents' and fellows' posttest scores were an average of 15% higher than on the pretest ( P < .01). The surveys as well as subjective comments were overwhelmingly positive. In conclusion, the resident's and fellow's experience as an inspector during a CAP self-inspection was a useful tool to learn accreditation and laboratory management.

The effect of peer-group size on the delivery of feedback in basic life support refresher training: a cluster randomized controlled trial.

PubMed

Cho, Youngsuk; Je, Sangmo; Yoon, Yoo Sang; Roh, Hye Rin; Chang, Chulho; Kang, Hyunggoo; Lim, Taeho

2016-07-04

Students are largely providing feedback to one another when instructor facilitates peer feedback rather than teaching in group training. The number of students in a group affect the learning of students in the group training. We aimed to investigate whether a larger group size increases students' test scores on a post-training test with peer feedback facilitated by instructor after video-guided basic life support (BLS) refresher training. Students' one-rescuer adult BLS skills were assessed by a 2-min checklist-based test 1 year after the initial training. A cluster randomized controlled trial was conducted to evaluate the effect of student number in a group on BLS refresher training. Participants included 115 final-year medical students undergoing their emergency medicine clerkship. The median number of students was 8 in the large groups and 4 in the standard group. The primary outcome was to examine group differences in post-training test scores after video-guided BLS training. Secondary outcomes included the feedback time, number of feedback topics, and results of end-of-training evaluation questionnaires. Scores on the post-training test increased over three consecutive tests with instructor-led peer feedback, but not differ between large and standard groups. The feedback time was longer and number of feedback topics generated by students were higher in standard groups compared to large groups on the first and second tests. The end-of-training questionnaire revealed that the students in large groups preferred the smaller group size compared to their actual group size. In this BLS refresher training, the instructor-led group feedback increased the test score after tutorial video-guided BLS learning, irrespective of the group size. A smaller group size allowed more participations in peer feedback.

Peer mentoring program in an interprofessional and interdisciplinary curriculum in Brazil.

PubMed

de Oliveira, Camila Aparecida Machado; de França Carvalho, Carolina Prado; Céspedes, Isabel Cristina; de Oliveira, Flávia; Le Sueur-Maluf, Luciana

2015-01-01

The Federal University of São Paulo, Baixada Santista Campus was founded in 2006 with five degree-granting programs in physical education, physiotherapy, nutrition, psychology, and occupational therapy. The guiding principle behind the programs' educational mission was centered on the development of health care professionals capable of working in interdisciplinary teams with an emphasis on holistic patient care. This pedagogical structure required peer-mentoring programs in order to integrate different areas of knowledge and to improve learning strategies among new generations of students. The authors' objective in the present report is to discuss the strategies and activities of the peer-mentoring program in histophysiology and gross anatomy in an interdisciplinary and interprofessional curriculum. Evaluations by students, mentors and professors are presented, along with a statistical analysis of variance comparing student performance in the module assessments according to their participation in the peer-mentoring activities. The results demonstrated that students who participated in peer-mentoring activities enjoyed a higher rate of academic success than those who did not participate. In addition, student and mentor evaluations of the peer mentoring program were highly positive. The program enabled mentors to gain a deeper knowledge of the subjects addressed in the learning modules, as well as to develop intrinsic teaching skills during their time as mentors. In short, the authors believe that the peer-mentoring program has been validated for its effectiveness in raising student academic performance. © 2015 American Association of Anatomists.

A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males.

PubMed

Johnson, Valerie L; Simon, Patricia; Mun, Eun-Young

2014-01-01

The present study investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized twelfth grade student peer leaders to create a supportive environment for incoming ninth grade students. Results of a randomized control trial demonstrated that male students who participated in the program during ninth grade were significantly more likely to graduate from high school within four years than male students in the control group (81% versus 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in the ninth grade to influence the probability of high school graduation.

A Peer-Led High School Transition Program Increases Graduation Rates Among Latino Males

PubMed Central

Johnson, Valerie L.; Simon, Patricia; Mun, Eun-Young

2013-01-01

The present study investigated the impact of a manualized high school transition program, the Peer Group Connection (PGC) program, on the graduation rate at a low-income, Mid-Atlantic high school. The program utilized twelfth grade student peer leaders to create a supportive environment for incoming ninth grade students. Results of a randomized control trial demonstrated that male students who participated in the program during ninth grade were significantly more likely to graduate from high school within four years than male students in the control group (81% versus 63%). Findings suggest that peers can be effective in delivering a school-based, social emotional learning intervention and that it is possible to intervene in the ninth grade to influence the probability of high school graduation. PMID:24748686

Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning.

PubMed

Burgess, Annette; Roberts, Chris; van Diggele, Christie; Mellis, Craig

2017-12-04

The need for developing healthcare professional students' peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory. In 2016, an interprofessional team of academics from across three healthcare faculties: Medicine, Pharmacy and Health Sciences, developed and implemented a six module, flipped learning, interprofessional PTT program. Pre- and post questionnaires, using a Likert scale of 1-5, as well as open ended questions, were distributed to students. Descriptive statistics were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data. Ninety senior students from across the three faculties participated. Eighty nine percent of participants completed a pre- and post-course questionnaire. Students felt the required pre-class preparation, including online pre-reading, discussion board, videos, and teaching activities enhanced their face-to-face learning experience. In class, students valued the small-group activities, and the opportunities to practice their teaching skills with provision of feedback. Students reported increased confidence to plan and deliver peer teaching activities, and an increased awareness of the roles and responsibilities of health professionals outside of their own discipline, and use of different terminology and communication methods. Students' suggestions for improving the PTT, included; less large group teaching; more online delivery of theory; and inclusion of a wider range of health professional disciplines. The PTT program provided a theoretically informed framework where students could develop and practice their teaching skills, helping to shape students' professional values as they assume peer teaching responsibilities and move towards healthcare practice. The flipped learning, interprofessional format was successful in developing students' skills, competence and confidence in teaching, assessment, communication and feedback. Importantly, participation increased students' awareness and understanding of the various roles of health professionals.

Effectiveness of a peer-delivered dissonance-based program in reducing eating disorder risk factors in high school girls.

PubMed

Ciao, Anna C; Latner, Janet D; Brown, Krista E; Ebneter, Daria S; Becker, Carolyn B

2015-09-01

This pilot study investigated the feasibility, acceptability, and effectiveness of a peer-led dissonance-based eating disorders (ED) prevention/risk factor reduction program with high school girls. Ninth grade girls (n = 50) received the peer-led program within the school curriculum. A quasi-experimental design was used to assess changes in ED risk factors preintervention and postintervention compared with waitlist control. Participants were followed through 3-month follow-up. Peer-leader adherence to an intervention manual tailored for this age group was high. The intervention was rated as highly acceptable, with a large proportion of participants reporting that they enjoyed the program and learned and applied new information. Intervention participants exhibited significantly greater pre-post reductions in a majority of risk-factor outcomes compared to waitlist controls. When groups were combined to assess program effects over time there were significant pre-post reductions in a majority of outcomes that were sustained through 3-month follow-up. This pilot study provides tentative support for the effectiveness of using peer leaders to implement an empirically supported ED risk factor reduction program in a high school setting. Additional research is needed to replicate results in larger, better-controlled trials with longer follow-up. © 2015 Wiley Periodicals, Inc.

A feasibility study of expert patient and community mental health team led bipolar psychoeducation groups: implementing an evidence based practice

PubMed Central

2013-01-01

Background Group psychoeducation is a cost effective intervention which reduces relapse and improves functioning in bipolar disorder but is rarely implemented. The aim of this study was to identify the acceptability and feasibility of a group psychoeducation programme delivered by community mental health teams (CMHTs) and peer specialist (PS) facilitators. Organisational learning was used to identify and address systematically barriers and enablers, at organisational, health professional and patient levels, to its implementation into a routine service. Methods A systematic examination of barriers and enablers to a three day training process informed the delivery of a first treatment group and a similar process informed the delivery of the second treatment group. Triangulation of research methods improved its internal validity: direct observation of training, self-rated surveys of participant experiences, group discussion, and thematically analysed individual participant and facilitator interviews were employed. Results Barriers and enablers were identified at organisational, educational, treatment content, facilitator and patient levels. All barriers under the control of the research team were addressed with subsequent improvements in patient knowledge about the condition and about local service. In addition, self-management, agency and altruism were enhanced. Barriers that could not be addressed required senior clinical and education leadership outside the research team’s control. PS and professional facilitators were successfully trained and worked together to deliver groups which were generally reported as being beneficial. Conclusion Psychoeducation groups involving CMHT and PS facilitators is acceptable and feasible but their sustainment requires senior leadership within and outside the organisation that control finance and education services. PMID:24215655

Moving from Recitation to Open-Format Literature Discussion in Chinese Classrooms

ERIC Educational Resources Information Center

Cheng, Yahua; Zhang, Jie; Li, Hong; Anderson, Richard; Ding, Fengjiao; Nguyen-Jahiel, Kim; Shu, Hua; Wu, Xinchun

2015-01-01

A study involving 106 fourth graders and two teachers from a school in Beijing investigated the impact of a peer-led, open-format discussion approach, called collaborative reasoning (CR), on students' reading comprehension and teacher's professional learning. Mixed results of effects of CR on children's reading comprehension were found. After…

Talking through the Problems: A Study of Discourse in Peer-Led Small Groups

ERIC Educational Resources Information Center

Repice, Michelle D.; Sawyer, R. Keith; Hogrebe, Mark C.; Brown, Patrick L.; Luesse, Sarah B.; Gealy, Daniel J.; Frey, Regina F.

2016-01-01

Increasingly, studies are investigating the factors that influence student discourse in science courses, and specifically the mechanisms and discourse processes within small groups, to better understand the learning that takes place as students work together. This paper contributes to a growing body of research by analyzing how students engage in…

Clarifying the role of the mental health peer specialist in Massachusetts, USA: insights from peer specialists, supervisors and clients.

PubMed

Cabral, Linda; Strother, Heather; Muhr, Kathy; Sefton, Laura; Savageau, Judith

2014-01-01

Mental health peer specialists develop peer-to-peer relationships of trust with clients to improve their health and well-being, functioning in ways similar to community health workers. Although the number of peer specialists in use has been increasing, their role in care teams is less defined than that of the community health worker. This qualitative study explored how the peer specialist role is defined across different stakeholder groups, the expectations for this role and how the peer specialist is utilised and integrated across different types of mental health services. Data were collected through interviews and focus groups conducted in Massachusetts with peer specialists (N = 44), their supervisors (N = 14) and clients (N = 10) between September 2009 and January 2011. A consensus coding approach was used and all data outputs were reviewed by the entire team to identify themes. Peer specialists reported that their most important role is to develop relationships with clients and that having lived mental health experience is a key element in creating that bond. They also indicated that educating staff about the recovery model and peer role is another important function. However, they often felt a lack of clarity about their role within their organisation and care team. Supervisors valued the unique experience that peer specialists bring to an organisation. However, without a defined set of expectations for this role, they struggled with training, guiding and evaluating their peer specialist staff. Clients reported that the shared lived experience is important for the relationship and that working with a peer specialist has improved their mental health. With increasing support for person-centred integrated healthcare delivery models, the demand for mental health peer specialist services will probably increase. Therefore, clearer role definition, as well as workforce development focused on team orientation, is necessary for peer specialists to be fully integrated and supported in care teams. © 2013 John Wiley & Sons Ltd.

A Generalized Thurstonian Paired Comparison Multicriteria Heuristic Model for Peer Evaluation of Individual Performance on IS Team Projects

ERIC Educational Resources Information Center

Scher, Julian M.

2010-01-01

Information Systems instructors are generally encouraged to introduce team projects into their pedagogy, with a consequential issue of objectively evaluating the performance of each individual team member. The concept of "freeloading" is well-known for team projects, and for this, and other reasons, a peer review process of team members,…

Regular College Preparatory Students' Perceptions of the Student Teams Achievement Divisions Approach in an Academic College Preparatory Biology Class

ERIC Educational Resources Information Center

Brooks, Aarti P.

2009-01-01

Cooperative learning allows individuals with varying abilities to work alongside their peers. Students are placed into achievement levels based on placement test scores. The Regular College Preparatory (RCP) level is a score of 59% or lower and Academic College Preparatory (ACP) level is a score of 60-92% on the placement test. The purpose of this…

Factors associated with the implementation of community-based peer-led health promotion programs: A scoping review.

PubMed

Lorthios-Guilledroit, Agathe; Richard, Lucie; Filiatrault, Johanne

2018-06-01

Peer education is growing in popularity as a useful health promotion strategy. However, optimal conditions for implementing peer-led health promotion programs (HPPs) remain unclear. This scoping review aimed to describe factors that can influence implementation of peer-led HPPs targeting adult populations. Five databases were searched using the keywords "health promotion/prevention", "implementation", "peers", and related terms. Studies were included if they reported at least one factor associated with the implementation of community-based peer-led HPPs. Fifty-five studies were selected for the analysis. The method known as "best fit framework synthesis" was used to analyze the factors identified in the selected papers. Many factors included in existing implementation conceptual frameworks were deemed applicable to peer-led HPPs. However, other factors related to individuals, programs, and implementation context also emerged from the analysis. Based on this synthesis, an adapted theoretical framework was elaborated, grounded in a complex adaptive system perspective and specifying potential mechanisms through which factors may influence implementation of community-based peer-led HPPs. Further research is needed to test the theoretical framework against empirical data. Findings from this scoping review increase our knowledge of the optimal conditions for implementing peer-led HPPs and thereby maximizing the benefits of such programs. Copyright © 2018 Elsevier Ltd. All rights reserved.

The development of a rubric for peer assessment of individual teamwork skills in undergraduate midwifery students.

PubMed

Hastie, Carolyn; Fahy, Kathleen; Parratt, Jenny

2014-09-01

Poor teamwork is cited as one of the major root causes of adverse events in healthcare. Bullying, resulting in illness for staff, is an expression of poor teamwork skills. Despite this knowledge, poor teamwork persists in healthcare and teamwork skills are rarely the focus of teaching and assessment in undergraduate health courses. To develop and implement an assessment tool for use in facilitating midwifery students' learning of teamwork skills. This paper describes how the TeamUP rubric tool was developed. A review of the literature found no research reports on how to teach and assess health students' teamwork skills in standing teams. The literature, however, gives guidance about how university educators should evaluate individual students using peer assessment. The developmental processes of the rubric were grounded in the theoretical literature and feminist collaborative conversations. The rubric incorporates five domains of teamwork skills: Fostering a Team Climate; Project Planning; Facilitating Teams; Managing Conflict and Quality Individual Contribution. The process and outcomes of student and academic content validation are described. The TeamUP rubric is useful for articulating, teaching and assessing teamwork skills for health professional students. The TeamUP rubric is a robust, theoretically grounded model that defines and details effective teamwork skills and related behaviours. If these skills are mastered, we predict that graduates will be more effective in teams. Our assumption is that graduates, empowered by having these skills, are more likely to manage conflict effectively and less likely to engage in bullying behaviours. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

The Undergraduate Student Instrument Project (USIP) - building the STEM workforce by providing exciting, multi-disciplinary, student-led suborbital flight projects.

NASA Astrophysics Data System (ADS)

Dingwall, B. J.

2015-12-01

NASA's Science Mission Directorate (SMD) recognizes that suborbital carriers play a vital role in training our country's future science and technology leaders. SMD created the Undergraduate Student Instrument Project (USIP) to offer students the opportunity to design, build, and fly instruments on NASA's unique suborbital research platforms. This paper explores the projects, the impact, and the lessons learned of USIP. USIP required undergraduate teams to design, build, and fly a scientific instrument in 18 months or less. Students were required to form collaborative multidisciplinary teams to design, develop and build their instrument. Teams quickly learned that success required skills often overlooked in an academic environment. Teams quickly learned to share technical information in a clear and concise manner that could be understood by other disciplines. The aggressive schedule required team members to hold each other accountable for progress while maintaining team unity. Unanticipated problems and technical issues led students to a deeper understanding of the need for schedule and cost reserves. Students exited the program with a far deeper understanding of project management and team dynamics. Through the process of designing and building an instrument that will enable new research transforms students from textbook learners to developers of new knowledge. The initial USIP project funded 10 undergraduate teams that flew a broad range of scientific instruments on scientific balloons, sounding rockets, commercial rockets and aircraft. Students were required to prepare for and conduct the major reviews that are an integral part of systems development. Each project conducted a Preliminary Design Review, Critical Design Review and Mission Readiness review for NASA officials and flight platform providers. By preparing and presenting their designs to technical experts, the students developed a deeper understanding of the technical and programmatic project pieces that were necessary for success. A student survey was conducted to assess the impact of USIP. Over 90% of students reported a significant improvement in their technical and project management skills. Perhaps more importantly, 88% of students reported that they have a far better appreciation for the value of multi-disciplinary teams.

Evaluation of a Peer-Led Drug Abuse Risk Reduction Project for Runaway/Homeless Youths.

ERIC Educational Resources Information Center

Fors, Stuart W.; Jarvis, Sara

1995-01-01

Evaluates the Drug Prevention in Youth risk reduction program that was implemented in shelters for runaway/homeless youths in the southeastern United States. An evaluation strategy was developed allowing for comparisons between peer-led, adult-led and nonintervention groups. Well-trained and motivated peer/near-peer leaders made particularly…

From parent to 'peer facilitator': a qualitative study of a peer-led parenting programme.

PubMed

Thomson, S; Michelson, D; Day, C

2015-01-01

Peer-led interventions are increasingly common in community health settings. Although peer-led approaches have proven benefits for service users, relatively little is known about the process and outcomes of participation for peer leaders. This study investigated experiences of parents who had participated as 'peer facilitators' in Empowering Parents, Empowering Communities (EPEC), a peer-led programme designed to improve access to evidence-based parenting support in socially disadvantaged communities. A qualitative cross-sectional design was used. Semi-structured interviews were conducted with 14 peer facilitators and scrutinized using thematic analysis. Peer facilitators developed their knowledge and skills through personal experience of receiving parenting support, participation in formal training and supervised practice, access to an intervention manual, and peer modelling. Peer facilitators described positive changes in their own families, confidence and social status. Transformative personal gains reinforced peer facilitators' role commitment and contributed to a cohesive 'family' identity among EPEC staff and service users. Peer facilitators' enthusiasm, openness and mutual identification with families were seen as critical to EPEC's effectiveness and sustainability. Peer facilitators also found the training emotionally and intellectually demanding. There were particular difficulties around logistical issues (e.g. finding convenient supervision times), managing psychosocial complexity and child safeguarding. The successful delivery and sustained implementation of peer-led interventions requires careful attention to the personal qualities and support of peer leaders. Based on the findings of this study, support should include training, access to intervention manuals, regular and responsive supervision, and logistical/administrative assistance. Further research is required to elaborate and extend these findings to other peer-led programmes. © 2014 John Wiley & Sons Ltd.

Examining Young Recreational Male Soccer Players' Experience in Adult- and Peer-Led Structures.

PubMed

Imtiaz, Faizan; Hancock, David J; Côté, Jean

2016-09-01

Youth sport has the potential to be one of the healthiest and most beneficial activities in which children can partake. Participation in a combination of adult-led and peer-led sport structures appears to lead to favorable outcomes such as enhanced physical fitness, as well as social and emotional development. The purpose of the present study was to examine the subjective and objective experiences of 27 recreational male soccer players aged 10 to 12 years old (M = 10.11 years, SD = 0.32) across adult-led and peer-led sport structures. Direct video observation and experience-rating scales were utilized in an effort to shed light on the impact of adult-led and peer-led sport structures on the same athletes. In the adult-led structures, youth experienced high levels of effort and concentration while spending more time physically or mentally engaged. Meanwhile, youth experienced high rates of prosocial behaviors, sport-related communication, and general communication during the peer-led structures. The results of the present study indicate that rather than one approach being superior to the other, both adult- and peer-led sport structures have the potential to yield unique benefits toward children's positive experiences in sport.

The Community Mentoring REU: A Novel Paradigm for Research Experiences for Undergraduates Programs

NASA Astrophysics Data System (ADS)

Kobulnicky, Henry; Maierhofer, Lara; Kobulnicky, Carol; Dale, Daniel A.

2018-01-01

Research Experience for Undergraduates programs were conceived to promote entry of college students into STEM disciplines. Evidence suggests that participating in REUs increases interest in STEM, conveys skills leading to STEM jobs and graduate study, increases science self-efficacy, builds professional networks for young scientists, and cultivates identity as a scientist. Nevertheless, the factors that mediate desired outcomes are still poorly understood, and persistence of negative mentoring experiences among REU participants motivates the design and study of novel approaches to preparing future STEM professionals. During five summers spanning 2012-2016 we implemented a "Community Mentoring" paradigm at the University of Wyoming's 10-week Astronomy REU program. In contrast to "traditional model (TM)" REUs that pair a single senior scientist mentor with a single junior mentee, community mentoring (CM) unites 6-8 undergraduates with 3-5 faculty (perhaps assisted by a graduate student or postdoc) on a collaborative team addressing a single science goal. In CM, students have access to a pool of mentors and a peer group reading the same literature, working in a common location, sharing equipment (in this case the WIRO 2.3 meter telescope), sharing data, and learning the same analysis skills. The community interacts daily, modeling the highly collaborative nature of modern scientific teams. Our study used an electronic survey consisting of 24 questions to compare a cohort of 28 CM students to a national control group of 77 students who conducted REUs elsewhere during the same period, typically under the TM. CM students report a significantly higher level of "learning from their peers", "learning to work on a science team", and "sense of community" compared to the TM cohort. The CM cohort also reports a higher overall level of satisfaction with the REU and a lower level of negative experiences, such as finding it difficult to get time with a mentor. This talk will review other lessons learned in five years of community mentoring as it describes an alternative paradigm for REUs.

The Health and Recovery Peer (HARP) Program: A Peer-Led Intervention to Improve Medical Self-Management for Persons with Serious Mental Illness

PubMed Central

Druss, Benjamin G.; Zhao, Liping; von Esenwein, Silke A.; Bona, Joseph R.; Fricks, Larry; Jenkins-Tucker, Sherry; Sterling, Evelina; DiClemente, Ralph; Lorig, Kate

2010-01-01

Objectives Persons with serious mental illnesses (SMI) have elevated rates of comorbid medical conditions, but may also face challenges in effectively managing those conditions. Methods The study team developed and pilot-tested the Health and Recovery Program (HARP), an adaptation of the Chronic Disease Self-Management Program (CDSMP) for mental health consumers. A manualized, six-session intervention, delivered by mental health peer leaders, helps participants become more effective managers of their chronic illnesses. A pilot trial randomized 80 consumers with one or more chronic medical illness to either the HARP program or usual care. Results At six month follow-up, participants in the HARP program had a significantly greater improvement in patient activation than those in usual care (7.7% relative improvement vs. 5.7% decline, p=0.03 for group*time interaction), and in rates of having one or more primary care visit (68.4% vs. 51.9% with one or more visit, p=0.046 for group*time interaction). Intervention advantages were observed for physical health related quality of life (HRQOL), physical activity, medication adherence, and, and though not statistically significant, had similar effect sizes as those seen for the CDSMP in general medical populations. Improvements in HRQOL were largest among medically and socially vulnerable subpopulations. Conclusions This peer-led, medical self-management program was feasible and showed promise for improving a range of health outcomes among mental health consumers with chronic medical comorbidities. The HARP intervention may provide a vehicle for the mental health peer workforce to actively engage in efforts to reduce morbidity and mortality among mental health consumers. PMID:20185272

Comparison of instructor-led versus peer-led debriefing in nursing students.

PubMed

Roh, Young Sook; Kelly, Michelle; Ha, Eun Ho

2016-06-01

Despite its widespread support, the most effective simulation-based debriefing method has little evidence to support its efficacy. In this study, we compared the effect of peer-led and instructor-led debriefing among nursing students. The study was conducted with a non-equivalent control group using a pretest-post-test design. A convenience sample of third-year nursing students was used for the study, where 65 students enrolled in a 2-week clinical placement rotation were randomly assigned to the instructor-led group or peer-led group. The quality of cardiopulmonary resuscitation skills, satisfaction with simulation, and quality of debriefing in the peer-led group were compared to those in the instructor-led group. Group differences at each testing interval were analyzed using independent t-test. Nursing students in the instructor-led debriefing group showed better subsequent cardiopulmonary resuscitation performance, more satisfaction with simulation experience, and higher debriefing scores compared to the peer-led group. From our study, instructor-led debriefing is an effective method in improving skills performance, inducing favorable satisfaction, and providing better quality of debriefing among nursing students. © 2016 John Wiley & Sons Australia, Ltd.

Team-based learning in a preclinical removable denture prosthesis module in a United Arab Emirates dental school.

PubMed

Haj-Ali, Reem; Al Quran, Firas

2013-03-01

The purpose of this article is to describe the implementation of a team-based learning (TBL) approach in a removable denture prosthesis (RDP) module and present the results of students' performance in individual and group TBL activities and exam scores, students' experience with TBL and end of course evaluations, and faculty feedback. Course material at the College of Dentistry, University of Sharjah, United Arab Emirates, was transformed into seven conventional lectures and seven TBL sessions. Each TBL session consisted of pre-assigned reading (self-directed learning), in-class individual and group readiness tests (accountability), team problem-solving of patient RDP cases, and faculty-led class discussion (knowledge application). The course was assessed through scores from TBL session activities and course examinations, student satisfaction survey, and faculty feedback. Course grades were found to be higher using the TBL method then the traditional lecture-based method. Student evaluation data and faculty response indicated strong support for TBL as it was implemented in the course. The faculty noted a higher level of student engagement with team learning than in conventional class lecturing. TBL is an active-learning instructional strategy for courses with high student-to-faculty ratios. This approach provides regular feedback and the opportunity for students to develop higher reasoning skills.

Team-based assessment of professional behavior in medical students

PubMed Central

RAEE, HOJAT; AMINI, MITRA; MOMEN NASAB, AMENEH; MALEK POUR, ABDOLRASOUL; JAFARI, MOHAMMAD MORAD

2014-01-01

Introduction: Self and peer assessment provides important information about the individual’s performance and behavior in all aspects of their professional environment work. The aim of this study is to evaluate the professional behavior and performance in medical students in the form of team based assessment. Methods: In a cross-sectional study, 100 medical students in the 7th year of education were randomly selected and enrolled; for each student five questionnaires were filled out, including one self-assessment, two peer assessments and two residents assessment. The scoring system of the questionnaires was based on seven point Likert scale.  After filling out the questions in the questionnaire, numerical data and written comments provided to the students were collected, analyzed and discussed. Internal consistency (Cronbach’s alpha) of the questionnaires was assessed. A p<0.05 was considered as significant level. Results: Internal consistency was acceptable (Cronbach’s alpha 0.83). Interviews revealed that the majority of students and assessors interviewed found the method acceptable. The range of scores was 1-6 (Mean±SD=4.39±0.57) for the residents' assessment, 2-6 (Mean±SD= 4.49±0.53) for peer assessment, and 3-7 (Mean±SD=5.04±0.32) for self-assessment. There was a significant difference between self assessment and other methods of assessment. Conclusions: This study demonstrates that a team-based assessment is an acceptable and feasible method for peer and self-assessment of medical students’ learning in a clinical clerkship, and has some advantages over traditional assessment methods. Further studies are needed to focus on the strengths and weaknesses. PMID:25512933

Effects of team-based learning on self-regulated online learning.

PubMed

Whittaker, Alice A

2015-04-10

Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p < 0.001) of self-regulated learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

Leadership Curricula in Nursing Education: A Critical Literature Review and Gap Analysis.

PubMed

Morrow, Kelly J

2015-07-01

The Institute of Medicine's Future of Nursing report advises nursing education programs to integrate and embed leadership content within all areas of prelicensure nursing curriculum. This critical literature review synthesizes the state of the science of leadership curricula in prelicensure baccalaureate nursing education programs from 2008 to 2013. Gaps are identified and discussed. The Academic Search Premier and Health Source databases were searched, using the keywords baccalaureate nursing education and leadership. The CINAHL database was searched, using the keywords leadership, education, nursing, and baccalaureate. The 13 peer-reviewed articles identified for inclusion comprised descriptive articles (n = 8), mixed-methods studies (n = 2), quantitative studies (n = 2), and a qualitative study (n = 1). The underlying theme identified is the study and use of active learning strategies. Subthemes within this context were the use of reflection, peer learning, interdisciplinary teams, organizational partnerships, and curricular reform. Copyright 2015, SLACK Incorporated.

"We Gotta Change First": Racial Literacy in a High School English Classroom

ERIC Educational Resources Information Center

Vetter, Amy

2014-01-01

Students need more opportunities to learn how to respond to and counter forms of everyday racism. This qualitative study addresses that need by investigating how one peer-led group engaged in dialogue about issues of race in regards to an eleventh-grade Language Arts assignment. A racial literacy perspective framed our analysis of three small…

Educator Perceptions of Low-Income Elementary Students and Their Effects on Reading

ERIC Educational Resources Information Center

Fenske, Mark S.

2013-01-01

The correlation between income level and achievement has led some educators to believe that low-income students cannot learn at the same level as can middle-class and affluent peers. This problem is significant because as more families become impoverished, more students may be at risk for failure. Many studies have identified challenges facing…

Close the Gap: A Multiple Case Study about the Decision-Making Process of Administrators in Ohio Districts

ERIC Educational Resources Information Center

Guthrie, Tammy Reutzel

2017-01-01

Research has identified evidenced-based practices and programs that are successful for increasing the learning outcomes of students with disabilities which in turn helps narrow the achievement gap between the student subgroup and non-disabled peers. Employing the identified practices has produced inconsistent results and led to a closer…

Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course-Taking on Peer Victimization

PubMed Central

Echols, Leslie

2014-01-01

This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel methodology for measuring academic teaming at the individual level was employed, in which students received their own teaming score based on the unique set of classmates with whom they shared academic courses in their class schedule. Using both peer- and self-reports of victimization, the results of two path models indicated that students with low social preference in highly teamed classroom environments were more victimized than low preference students who experienced less teaming throughout the school day. This effect was exaggerated in higher performing classrooms. Implications for the practice of academic teaming were discussed. PMID:25937668

Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

PubMed Central

Chrispeels, H. E.; Klosterman, M. L.; Martin, J. B.; Lundy, S. R.; Watkins, J. M.; Gibson, C. L.

2014-01-01

This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole­cular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students. PMID:25452487

The Long-Term Effects of a Peer-Led Sex Education Programme (RIPPLE): A Cluster Randomised Trial in Schools in England

PubMed Central

Stephenson, Judith; Strange, Vicki; Allen, Elizabeth; Copas, Andrew; Johnson, Anne; Bonell, Chris; Babiker, Abdel; Oakley, Ann

2008-01-01

Background Peer-led sex education is widely believed to be an effective approach to reducing unsafe sex among young people, but reliable evidence from long-term studies is lacking. To assess the effectiveness of one form of school-based peer-led sex education in reducing unintended teenage pregnancy, we did a cluster (school) randomised trial with 7 y of follow-up. Methods and Findings Twenty-seven representative schools in England, with over 9,000 pupils aged 13–14 y at baseline, took part in the trial. Schools were randomised to either peer-led sex education (intervention) or to continue their usual teacher-led sex education (control). Peer educators, aged 16–17 y, were trained to deliver three 1-h classroom sessions of sex education to 13- to 14-y-old pupils from the same schools. The sessions used participatory learning methods designed to improve the younger pupils' skills in sexual communication and condom use and their knowledge about pregnancy, sexually transmitted infections (STIs), contraception, and local sexual health services. Main outcome measures were abortion and live births by age 20 y, determined by anonymised linkage of girls to routine (statutory) data. Assessment of these outcomes was blind to sex education allocation. The proportion of girls who had one or more abortions before age 20 y was the same in each arm (intervention, 5.0% [95% confidence interval (CI) 4.0%–6.3%]; control, 5.0% [95% CI 4.0%–6.4%]). The odds ratio (OR) adjusted for randomisation strata was 1.07 (95% CI 0.80–1.42, p = 0.64, intervention versus control). The proportion of girls with one or more live births by 20.5 y was 7.5% (95% CI 5.9%–9.6%) in the intervention arm and 10.6% (95% CI 6.8%–16.1%) in the control arm, adjusted OR 0.77 (0.51–1.15). Fewer girls in the peer-led arm self-reported a pregnancy by age 18 y (7.2% intervention versus 11.2% control, adjusted OR 0.62 [95% CI 0.42–0.91], weighted for non-response; response rate 61% intervention, 45% control). There were no significant differences for girls or boys in self-reported unprotected first sex, regretted or pressured sex, quality of current sexual relationship, diagnosed sexually transmitted diseases, or ability to identify local sexual health services. Conclusion Compared with conventional school sex education at age 13–14 y, this form of peer-led sex education was not associated with change in teenage abortions, but may have led to fewer teenage births and was popular with pupils. It merits consideration within broader teenage pregnancy prevention strategies. Trial registration: ISRCTN (ISRCTN94255362). PMID:19067478

Peer-led Aboriginal parent support: Program development for vulnerable populations with participatory action research.

PubMed

Munns, Ailsa; Toye, Christine; Hegney, Desley; Kickett, Marion; Marriott, Rhonda; Walker, Roz

2017-10-01

Participatory action research (PAR) is a credible, culturally appropriate methodology that can be used to effect collaborative change within vulnerable populations. This PAR study was undertaken in a Western Australian metropolitan setting to develop and evaluate the suitability, feasibility and effectiveness of an Aboriginal peer-led home visiting programme. A secondary aim, addressed in this paper, was to explore and describe research methodology used for the study and provide recommendations for its implementation in other similar situations. PAR using action learning sets was employed to develop the parent support programme and data addressing the secondary, methodological aim were collected through focus groups using semi-structured and unstructured interview schedules. Findings were addressed throughout the action research process to enhance the research process. The themes that emerged from the data and addressed the methodological aim were the need for safe communication processes; supportive engagement processes and supportive organisational processes. Aboriginal peer support workers (PSWs) and community support agencies identified three important elements central to their capacity to engage and work within the PAR methodology. This research has provided innovative data, highlighting processes and recommendations for child health nurses to engage with the PSWs, parents and community agencies to explore culturally acceptable elements for an empowering methodology for peer-led home visiting support. There is potential for this nursing research to credibly inform policy development for Aboriginal child and family health service delivery, in addition to other vulnerable population groups. Child health nurses/researchers can use these new understandings to work in partnership with Aboriginal communities and families to develop empowering and culturally acceptable strategies for developing Aboriginal parent support for the early years. Impact Statement Child health nurses and Aboriginal communities can collaborate through participatory action research to develop peer-led support for the early years. Indigenous Australian peoples are people who identify as Aboriginal or Torres Strait Islander. Respectfully, throughout this paper, they will be described as Aboriginal.

Research Capacity Building: A Historically Black College/University-Based Case Study of a Peer-to-Peer Mentor Research Team Model

ERIC Educational Resources Information Center

Moore, Corey L.; Manyibe, Edward O.; Aref, Fariborz; Washington, Andre L.

2017-01-01

Purpose: To evaluate a peer-to-peer mentor research team model (PPMRTM) in building investigators' research skills (i.e., research methods and grant writing) at a historically Black college/university (HBCU) in the United States. Method: Three different theories (i.e., planned change, critical mass, and self-efficacy), contemporary study findings,…

Using peer-assisted learning and role-playing to teach generic skills to dental students: the health care simulation model.

PubMed

El Tantawi, Maha M A; Abdelaziz, Hytham; AbdelRaheem, Amira S; Mahrous, Ahmed A

2014-01-01

Increasing importance is attached to teaching generic skills to undergraduate students in various disciplines. This article describes an extracurricular, student-led activity for teaching generic skills using the Model United Nations over three months. The activity used the Health Care Simulation Model (HCSM) with peer learning and role-playing to accomplish its objectives. An interview was used to select from undergraduate and postgraduate dental students at Alexandria University, Alexandria, Egypt, to develop a group of staff to act as peer teachers after receiving training (n=77). These peer teachers provided training for 123 undergraduate dental students to serve as delegates who acted as trainees or peer learners. At the end of the training sessions, a conference was held in which the students played the roles of delegates representing officials responsible for health care systems in ten countries. The students reported improvement in generic skills, enjoyed several aspects of the experience, and disliked other aspects of the model to a lesser extent. In multivariate analysis, perceived usefulness of the HCSM was significantly greater for staff than delegates and increased as self-reported improvement in knowledge of health care systems increased. This study suggests that innovative, student-centered educational methods can be effective for teaching generic skills and factual information.

The Benefits of Peer-Mentoring in Undergraduate Group Research Projects at The University of Arizona

NASA Astrophysics Data System (ADS)

Hardegree-Ullman, Kevin; McGraw, A. M.; Towner, A. P.; Walker-LaFollette, A.; Robertson, A.; Smith, C.; Turner, J.; Biddle, L. I.; Thompson, R.

2013-06-01

According to the American Institute of Physics, the number of graduate students enrolled in astronomy programs in the US has been steadily increasing in the past 15 years. Research experience is one of the key factors graduate admissions committees look for when choosing students. The University of Arizona Astronomy Club is setting a new precedent in research by having students introduce other students to research. This eases the transition to research projects, and allows students to work in a comfortable setting without the sometimes-overwhelming cognitive disconnect between a professor and their students. The University of Arizona's research projects have many benefits to all students involved. It is well established that people learn a subject best when they have to teach it to others. Students leading the projects learn alongside their peers in a peer-mentoring setting. When project leaders move on in their academic career, other project members can easily take the lead. Students learn how to work in teams, practice effective communication skills, and begin the processes of conducting a full research project, which are essential skills for all budding scientists. These research projects also give students hands-on research experience that supplement and greatly expand on concepts taught in the classroom, and make them more attractive to graduate schools and REU programs.

Soft governance, restratification and the 2004 general medical services contract: the case of UK primary care organisations and general practice teams.

PubMed

Grant, Suzanne; Ring, Adele; Gabbay, Mark; Guthrie, Bruce; McLean, Gary; Mair, Frances S; Watt, Graham; Heaney, David; O'Donnell, Catherine

2015-01-01

In the UK National Health Service, primary care organisation (PCO) managers have traditionally relied on the soft leadership of general practitioners based on professional self-regulation rather than direct managerial control. The 2004 general medical services contract (nGMS) represented a significant break from this arrangement by introducing new performance management mechanisms for PCO managers to measure and improve general practice work. This article examines the impact of nGMS on the governance of UK general practice by PCO managers through a qualitative analysis of data from an empirical study in four UK PCOs and eight general practices, drawing on Hood's four-part governance framework. Two hybrids emerged: (i) PCO managers emphasised a hybrid of oversight, competition (comptrol) and peer-based mutuality by granting increased support, guidance and autonomy to compliant practices; and (ii) practices emphasised a broad acceptance of increased PCO oversight of clinical work that incorporated a restratified elite of general practice clinical peers at both PCO and practice levels. Given the increased international focus on the quality, safety and efficiency in primary care, a key issue for PCOs and practices will be to achieve an effective, contextually appropriate balance between the counterposing governance mechanisms of peer-led mutuality and externally led comptrol. © 2015 The Authors. Sociology of Health & Illness © 2015 Foundation for the Sociology of Health & Illness/John Wiley & Sons Ltd.

Establishing Cooperative Peer Relations in the Classroom.

ERIC Educational Resources Information Center

Kohler, Frank W.; And Others

1985-01-01

A classwide peer tutoring procedure stresses team competition and within-team cooperation and promotes social behavior in elementary children. Examples of the structural tutoring approach are given. (CL)

Pathology Residents Comprise Inspection Team for a CAP Self-Inspection

PubMed Central

Kresak, Jesse L.; Yachnis, Anthony T.

2017-01-01

We report our experience at the University of Florida in which residents and fellows served as the inspection team for a College of American Pathologists (CAP) self-inspection. We aimed to determine whether the CAP self-inspection could serve as a learning opportunity for pathology residents and fellows. To prepare for the inspection, we provided a series of 4 lunchtime seminars covering numerous laboratory management topics relating to inspections and laboratory quality. Preparation for the inspection began approximately 4 months prior to the date of the inspection. The intent was to simulate a CAP peer inspection, with the exception that the date was announced. The associate residency program director served as the team leader. All residents and fellows completed inspector training provided by CAP, and the team leader completed the team leader training. A 20 question pre- and posttest was administered; additionally, an anonymous survey was given after the inspection. The residents’ and fellows’ posttest scores were an average of 15% higher than on the pretest (P < .01). The surveys as well as subjective comments were overwhelmingly positive. In conclusion, the resident’s and fellow’s experience as an inspector during a CAP self-inspection was a useful tool to learn accreditation and laboratory management. PMID:28725788

From Communication Skills to Skillful Communication: A Longitudinal Integrated Curriculum for Critical Care Medicine Fellows.

PubMed

Roze des Ordons, Amanda L; Doig, Christopher J; Couillard, Philippe; Lord, Jason

2017-04-01

Communication with patients and families in critical care medicine (CCM) can be complex and challenging. A longitudinal curricular model integrating multiple techniques within classroom and clinical milieus may facilitate skillful communication across diverse settings. In 2014-2015, the authors developed and implemented a curriculum for CCM fellows at the Cumming School of Medicine, University of Calgary, to promote the longitudinal development of skillful communication. A departmental needs assessment informed curriculum development. Five 4-hour classroom sessions were developed: basic communication principles, family meetings about goals and transitions of care, discussing patient safety incidents, addressing conflict, and offering organ donation. Teaching methods-including instructor-led presentations incorporating a consistent framework for approaching challenging conversations, simulation and clinical practice, and feedback from peers, trained facilitators, family members, and clinicians-supported integration of skills into the clinical setting and longitudinal development of skillful communication. Seven fellows participated during the first year of the curriculum. CCM fellows engaged enthusiastically in the program, commented that the framework provided was helpful, and highly valued the opportunity to practice challenging communication scenarios, learn from observing their peers, and receive immediate feedback. More detailed accounts of fellows', patients', and family members' experiences will be obtained to guide curricular development. The curriculum will be expanded to involve other members of the multidisciplinary intensive care unit team, and faculty education initiatives will be offered to enhance the quality of the feedback provided. The impact of the curriculum on initial skill development, retention, and progression will be assessed.

Improving Health Care Quality and Patient Safety Through Peer-to-Peer Assessment: Demonstration Project in Two Academic Medical Centers.

PubMed

Mort, Elizabeth; Bruckel, Jeffrey; Donelan, Karen; Paine, Lori; Rosen, Michael; Thompson, David; Weaver, Sallie; Yagoda, Daniel; Pronovost, Peter

Despite decades of investment in patient safety, unintentional patient harm remains a major challenge in the health care industry. Peer-to-peer assessment in the nuclear industry has been shown to reduce harm. The study team's goal was to pilot and assess the feasibility of this approach in health care. The team developed tools and piloted a peer-to-peer assessment at 2 academic hospitals: Massachusetts General Hospital and Johns Hopkins Hospital. The assessment evaluated both the institutions' organizational approach to quality and safety as well as their approach to reducing 2 specific areas of patient harm. Site visits were completed and consisted of semistructured interviews with institutional leaders and clinical staff as well as direct patient observations using audit tools. Reports with recommendations were well received and each institution has developed improvement plans. The study team believes that peer-to-peer assessment in health care has promise and warrants consideration for wider adoption.

Training future health providers to care for the underserved: a pilot interprofessional experience.

PubMed

Hasnain, Memoona; Koronkowski, Michael J; Kondratowicz, Diane M; Goliak, Kristen L

2012-01-01

Interprofessional teamwork is essential for effective delivery of health care to all patients, particularly the vulnerable and underserved. This brief communication describes a pilot interprofessional learning experience designed to introduce medicine and pharmacy students to critical health issues affecting at-risk, vulnerable patients and helping students learn the value of functioning effectively in interprofessional teams. With reflective practice as an overarching principle, readings, writing assignments, a community-based immersion experience, discussion seminars, and presentations were organized to cultivate students' insights into key issues impacting the health and well-being of vulnerable patients. A written program evaluation form was used to gather students' feedback about this learning experience. Participating students evaluated this learning experience positively. Both quantitative and qualitative input indicated the usefulness of this learning experience in stimulating learners' thinking and helping them learn to work collaboratively with peers from another discipline to understand and address health issues for at-risk, vulnerable patients within their community. This pilot educational activity helped medicine and pharmacy students learn the value of functioning effectively in interprofessional teams. Given the importance of interprofessional teamwork and the increasing need to respond to the health needs of underserved populations, integrating interprofessional learning experiences in health professions training is highly relevant, feasible, and critically needed.

How we developed a trainee-led book group as a supplementary education tool for psychiatric training in the 21st century.

PubMed

Kan, Carol; Harrison, Simon; Robinson, Benjamin; Barnes, Anna; Chisolm, Margaret S; Conlan, Lisa

2015-01-01

Postgraduate medical education has, in recent years, become a dynamic field with the increasing availability of innovative and interactive teaching techniques. Anecdotal evidence suggests that the current focus of psychiatric training on the acquisition of scientific and clinical knowledge is inadequate to address the multidimensional nature of psychiatry. Supplementary teaching tools may be usefully applied to address this need. A group of trainees at the Maudsley Hospital and Institute of Psychiatry (UK) pioneered the use of a book group as an innovative teaching tool to enhance the psychiatric training experience by, amongst other aspects, facilitating dialogue between peers on fundamental epistemological issues raised by critical engagement with seminal psychiatric texts. Feedback from members suggested that participation in the book group broadened the overall learning potential and experience of psychiatry. The key ingredients were identified as: (i) collaborative peer-to-peer learning; (ii) the use of 'flipped classroom' model; and (iii) joint ownership. The book group has demonstrated real potential to facilitate direct trainee engagement with the multi-faceted nature of psychiatry as a complex humanistic discipline within an informal learning space.

Helping students learn effective problem solving strategies by reflecting with peers

NASA Astrophysics Data System (ADS)

Mason, Andrew; Singh, Chandralekha

2010-07-01

We study how introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into a "peer reflection" (PR) group and a traditional group. Each week in recitation, small teams of students in the PR group reflected on selected problems from the homework and discussed why the solutions of some students employed better problem solving strategies than others. The graduate and undergraduate teaching assistants in the PR recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the traditional group recitations students could ask the graduate TA questions about the homework before they took a weekly quiz. The traditional group recitation quiz questions were similar to the homework questions selected for peer reflection in the PR group recitations. As one measure of the impact of this intervention, we investigated how likely students were to draw diagrams to help with problem solving on the final exam with only multiple-choice questions. We found that the PR group drew diagrams on more problems than the traditional group even when there was no explicit reward for doing so. Also, students who drew more diagrams for the multiple-choice questions outperformed those who did not, regardless of which group they were a member.

Increasing Bellevue School District's elementary teachers' capacity for teaching inquiry-based science: Using ideas from contemporary learning theory to inform professional development

NASA Astrophysics Data System (ADS)

Maury, Tracy Anne

This Capstone project examined how leaders in the Bellevue School District can increase elementary teachers' capacity for teaching inquiry-based science through the use of professional learning activities that are grounded in ideas from human learning theory. A framework for professional development was constructed and from that framework, a set of professional learning activities were developed as a means to support teacher learning while project participants piloted new curriculum called the Isopod Habitat Challenge. Teachers in the project increased their understanding of the learning theory principles of preconceptions and metacognition. Teachers did not increase their understanding of the principle of learning with understanding, although they did articulate the significance of engaging children in student-led inquiry cycles. Data from the curriculum revision and professional development project coupled with ideas from learning theory, cognition and policy implementation, and learning community literatures suggest Bellevue's leaders can encourage peer-to-peer interaction, link professional development to teachers' daily practice, and capitalize on technology as ways to increase elementary teachers' capacity for teaching inquiry-based science. These lessons also have significance for supporting teacher learning and efficacy in other subject areas and at other levels in the system.

A case for safety leadership team training of hospital managers.

PubMed

Singer, Sara J; Hayes, Jennifer; Cooper, Jeffrey B; Vogt, Jay W; Sales, Michael; Aristidou, Angela; Gray, Garry C; Kiang, Mathew V; Meyer, Gregg S

2011-01-01

Delivering safe patient care remains an elusive goal. Resolving problems in complex organizations like hospitals requires managers to work together. Safety leadership training that encourages managers to exercise learning-oriented, team-based leadership behaviors could promote systemic problem solving and enhance patient safety. Despite the need for such training, few programs teach multidisciplinary groups of managers about specific behaviors that can enhance their role as leadership teams in the realm of patient safety. The aims of this study were to describe a learning-oriented, team-based, safety leadership training program composed of reinforcing exercises and to provide evidence confirming the need for such training and demonstrating behavior change among management groups after training. Twelve groups of managers from an academic medical center based in the Northeast United States were randomly selected to participate in the program and exposed to its customized, experience-based, integrated, multimodal curriculum. We extracted data from transcripts of four training sessions over 15 months with groups of managers about the need for the training in these groups and change in participants' awareness, professional behaviors, and group activity. Training transcripts confirmed the need for safety leadership team training and provided evidence of the potential for training to increase targeted behaviors. The training increased awareness and use of leadership behaviors among many managers and led to new routines and coordinated effort among most management groups. Enhanced learning-oriented leadership often helped promote a learning orientation in managers' work areas. Team-based training that promotes specific learning-oriented leader behaviors can promote behavioral change among multidisciplinary groups of hospital managers.

A Learner-led, Discussion-based Elective on Emerging Infectious Disease

PubMed Central

2015-01-01

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists. PMID:26430268

A Learner-led, Discussion-based Elective on Emerging Infectious Disease.

PubMed

Mathias, Clinton

2015-08-25

Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists.

Peer-Assisted Learning.

ERIC Educational Resources Information Center

Topping, Keith, Ed.; Ehly, Stewart, Ed.

Peer-Assisted Learning (PAL) involves students consciously assisting others to learn, and in so doing, learning more effectively themselves. PAL encompasses peer tutoring, peer modeling, peer education, peer counseling, peer monitoring, and peer assessment, which are differentiated from other more general "cooperative learning" methods.…

External Peer Review Team Report for Corrective Action Unit 97: Yucca Flat/Climax Mine, Nevada National Security Site, Nye County, Nevada, Revision 0

DOE Office of Scientific and Technical Information (OSTI.GOV)

Marutzky, Sam J.; Andrews, Robert

The peer review team commends the Navarro-Intera, LLC (N-I), team for its efforts in using limited data to model the fate of radionuclides in groundwater at Yucca Flat. Recognizing the key uncertainties and related recommendations discussed in Section 6.0 of this report, the peer review team has concluded that U.S. Department of Energy (DOE) is ready for a transition to model evaluation studies in the corrective action decision document (CADD)/corrective action plan (CAP) stage. The DOE, National Nuclear Security Administration Nevada Field Office (NNSA/NFO) clarified the charge to the peer review team in a letter dated October 9, 2014, frommore » Bill R. Wilborn, NNSA/NFO Underground Test Area (UGTA) Activity Lead, to Sam J. Marutzky, N-I UGTA Project Manager: “The model and supporting information should be sufficiently complete that the key uncertainties can be adequately identified such that they can be addressed by appropriate model evaluation studies. The model evaluation studies may include data collection and model refinements conducted during the CADD/CAP stage. One major input to identifying ‘key uncertainties’ is the detailed peer review provided by independent qualified peers.” The key uncertainties that the peer review team recognized and potential concerns associated with each are outlined in Section 6.0, along with recommendations corresponding to each uncertainty. The uncertainties, concerns, and recommendations are summarized in Table ES-1. The number associated with each concern refers to the section in this report where the concern is discussed in detail.« less

The effects on team emotions and team effectiveness of coaching in interprofessional health and social care teams.

PubMed

Dimas, Isabel Dórdio; Renato Lourenço, Paulo; Rebelo, Teresa

2016-07-01

The purpose of this study was to examine the effects of coaching behaviours provided by peers and by the leader on the emotions experienced by interprofessional health and social care teams and on members' satisfaction with the team, as well as on team performance. Data were obtained from a survey among 344 employees working in 52 interprofessional health and social care teams from nine Portuguese organizations. The results show that leader coaching and peer coaching have a positive effect on the level of team members' satisfaction with the team and on positive emotions, and a negative effect on negative emotions. Furthermore, coaching provided by peers presents a positive effect on team performance as assessed by the leader of the team. Our findings put forward the importance of engaging in coaching behaviours to promote quality of the team experience, as well as the achievement of team performance objectives. Further studies should explore how coaching behaviours impact the patient, whose well-being is the ultimate objective of a team in the health and social care system, namely in terms of the patient's perception of quality care or patient outcomes.

Peer mentoring: Enhancing the transition from student to professional.

PubMed

Fisher, Margaret; Stanyer, Rachel

2018-05-01

to share the experience of a model of peer mentoring in a pre-qualification midwifery programme DESIGN: description of the framework and benefits of the model SETTING: University and practice PARTICIPANTS: third year midwifery students INTERVENTIONS: practical activities meeting regulatory body requirements in a pre-qualification mentorship module MEASUREMENTS AND FINDINGS: informal evaluations by students of key activities undertaken during peer mentoring demonstrated a range of positive outcomes. These included enhanced confidence, self-awareness, interpersonal and teaching skills, team-working and leadership - factors also associated with emotional intelligence. Students developed an appreciation of the accountability of the mentor including making practice assessment decisions. They stated that the learning achieved had aided their professional development and enhanced employability. this module equips students with skills for their future role in facilitating learners and contributes to development of a 'professional persona', enhancing their transition to qualified midwives. The Peer Mentoring Model would be easily adapted to other programmes and professional contexts. Copyright © 2018 Elsevier Ltd. All rights reserved.

Development and Evaluation of vetPAL, a Student-Led, Peer-Assisted Learning Program.

PubMed

Bates, Lucy S W; Warman, Sheena; Pither, Zoe; Baillie, Sarah

Based on an idea from a final-year student, Bristol Veterinary School introduced vetPAL, a student-led, peer-assisted learning program. The program involved fifth-year (final-year) students acting as tutors and leading sessions for fourth-year students (tutees) in clinical skills and revision (review) topics. The initiative aimed to supplement student learning while also providing tutors with opportunities to further develop a range of skills. All tutors received training and the program was evaluated using questionnaires collected from tutees and tutors after each session. Tutees' self-rated confidence increased significantly in clinical skills and for revision topics. Advantages of being taught by students rather than staff included the informal atmosphere, the tutees' willingness to ask questions, and the relatability of the tutors. The small group size and the style of learning in the revision sessions (i.e., group work, discussions, and interactivity) were additional positive aspects identified by both tutees and tutors. Benefits for tutors included developing their communication and teaching skills. The training sessions were considered key in helping tutors feel prepared to lead sessions, although the most difficult aspects were the lack of teaching experience and time management. Following the successful pilot of vetPAL, plans are in place to make the program permanent and sustainable, while incorporating necessary changes based on the evaluation and the student leader's experiences running the program. A vetPAL handbook has been created to facilitate organization of the program for future years.

Student-led objective tutorials in Pharmacology: An interventional study.

PubMed

Sukhlecha, Anupama; Jadav, Shilpa P; Gosai, Tushar R; Balusamy, Divakar

2016-10-01

Students learn in a better way if they are involved in active learning. Hence, the study was designed to introduce student-led objective tutorials (SLOTs) as an alternative to conventional tutorials (CTs) in pharmacology and to compare SLOT and CT on outcomes such as improved score in tests, active involvement of students, and faculty requirement of each. Didactic lectures taken on a topic in pharmacology were followed by a preintervention test for a batch of the 2 nd year medical undergraduates. They were allotted either in SLOT or CT group. For a SLOT session, students of Group A (interventional group) were divided into teams and each team prepared five multiple choice questions on the given topic in PowerPoint format, which were presented to other teams and audience. The proceedings were facilitated by two lecturers. Group B undertook CT (controls). A postintervention test was then taken for both groups. Feedback was sought from students and teachers on SLOT. The total marks for the test were 20. The mean marks in Group A improved by 31% (from 5.1 to 11.2). In Group B, they improved by 11% (from 5 to 7.2). Academic performance following SLOT was better than CT. Students (63%) favored SLOT as it stimulated their interest in the topic, improved self-learning skills, and teamwork. The teachers also favored SLOT for similar reasons. SLOT leads to greater satisfaction and better performance in tests. SLOT is an effective alternative to CT to promote active learning among students through group work. It helps overcome the logistic difficulties due to faculty shortage.

GP and pharmacist inter-professional learning - a grounded theory study.

PubMed

Cunningham, David E; Ferguson, Julie; Wakeling, Judy; Zlotos, Leon; Power, Ailsa

2016-05-01

Practice Based Small Group Learning (PBSGL) is an established learning resource for primary care clinicians in Scotland and is used by one-third of general practitioners (GPs). Scottish Government and UK professional bodies have called for GPs and pharmacists to work more closely together to improve care. To gain GPs' and pharmacists' perceptions and experiences of learning together in an inter-professional PBSGL pilot. Qualitative research methods involving established GP PBSGL groups in NHS Scotland recruiting one or two pharmacists to join them. A grounded theory method was used. GPs were interviewed in focus groups by a fellow GP, and pharmacists were interviewed individually by two researchers, neither being a GP or a pharmacist. Interviews were audio-recorded, transcribed and analysed using grounded theory methods. Data saturation was achieved and confirmed. Three themes were identified: GPs' and pharmacists' perceptions and experiences of inter-professional learning; Inter-professional relationships and team-working; Group identity and purpose of existing GP groups. Pharmacists were welcomed into GP groups and both professions valued inter-professional PBSGL learning. Participants learned from each other and both professions gained a wider perspective of the NHS and of each others' roles in the organisation. Inter-professional relationships, communication and team-working were strengthened and professionals regarded each other as peers and friends.

A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education

NASA Astrophysics Data System (ADS)

Spelt, Elisabeth Jacoba Hendrika; Luning, Pieternelleke Arianne; van Boekel, Martinus A. J. S.; Mulder, Martin

2017-11-01

Preparing science and engineering students to work in interdisciplinary teams necessitates research on teaching and learning of interdisciplinary thinking. A multidimensional approach was taken to examine student interdisciplinary learning in a master course on food quality management. The collected 615 student experiences were analysed for the cognitive, emotional, and social learning dimensions using the learning theory of Illeris. Of these 615 experiences, the analysis showed that students reported 214, 194, and 207 times on, respectively, the emotional, the cognitive, and the social dimension. Per learning dimension, key learning experiences featuring interdisciplinary learning were identified such as 'frustrations in selecting and matching disciplinary knowledge to complex problems' (emotional), 'understanding how to apply theoretical models or concepts to real-world situations' (cognitive), and 'socially engaging with peers to recognise similarities in perceptions and experiences' (social). Furthermore, the results showed that students appreciated the cognitive dimension relatively more than the emotional and social dimensions.

A Peer Assessment System to Improve Student Team Experiences

ERIC Educational Resources Information Center

Anson, Robert; Goodman, James A.

2014-01-01

Groups are frequently used in courses, but there is substantial evidence that insufficient attention is paid to creating conditions for successful teamwork. One key condition is high-quality, individual, and team-level feedback. An online peer assessment system and team improvement process was developed for this test case based on three design…

Creating Fantastic PI Workshops

DOE Office of Scientific and Technical Information (OSTI.GOV)

Biedermann, Laura B.; Clark, Blythe G.; Colbert, Rachel S.

The goal of this SAND report is to provide guidance for other groups hosting workshops and peerto-peer learning events at Sandia. Thus this SAND report provides detail about our team structure, how we brainstormed workshop topics and developed the workshop structure. A Workshop “Nuts and Bolts” section provides our timeline and check-list for workshop activities. The survey section provides examples of the questions we asked and how we adapted the workshop in response to the feedback.

Creating and sustaining an academic-practice Partnership Engagement Model.

PubMed

Schaffer, Marjorie A; Schoon, Patricia M; Brueshoff, Bonnie L

2017-11-01

Public health clinical educators and practicing public health nurses (PHNs) are experiencing challenges in creating meaningful clinical learning experiences for nursing students due to an increase in nursing programs and greater workload responsibilities for both nursing faculty and PHNs. The Henry Street Consortium (HSC), a collaborative group of PHNs and nursing faculty, conducted a project to identify best practices for public health nursing student clinical learning experiences. Project leaders surveyed HSC members about preferences for teaching-learning strategies, facilitated development of resources and tools to guide learning, organized faculty/PHN pilot teams to test resources and tools with students, and evaluated the pilot team experiences through two focus groups. The analysis of the outcomes of the partnership engagement project led to the development of the Partnership Engagement Model (PEM), which may be used by nursing faculty and their public health practice partners to guide building relationships and sustainable partnerships for educating nursing students. © 2017 Wiley Periodicals, Inc.

A student-led process to enhance the learning and teaching of teamwork skills in medicine.

PubMed

Balasooriya, Chinthaka; Olupeliyawa, Asela; Iqbal, Maha; Lawley, Claire; Cohn, Amanda; Ma, David; Luu, Queenie

2013-01-01

The development of teamwork skills is a critical aspect of modern medical education. This paper reports on a project that aimed to identify student perceptions of teamwork-focused learning activities and generate student recommendations for the development of effective educational strategies. The project utilized a unique method, which drew on the skills of student research assistants (RAs) to explore the views of their peers. Using structured interview guides, the RAs interviewed their colleagues to clarify their perceptions of the effectiveness of current methods of teamwork teaching and to explore ideas for more effective methods. The RAs shared their deidentified findings with each other, identified preliminary themes, and developed a number of recommendations which were finalized through consultation with faculty. The key themes that emerged focused on the need to clarify the relevance of teamwork skills to clinical practice, reward individual contributions to group process, facilitate feedback and reflection on teamwork skills, and systematically utilize clinical experiences to support experiential learning of teamwork. Based on these findings, a number of recommendations for stage appropriate teamwork learning and assessment activities were developed. Key among these were recommendations to set up a peer-mentoring system for students, suggestions for more authentic teamwork assessment methods, and strategies to utilize the clinical learning environment in developing teamwork skills. The student-led research process enabled identification of issues that may not have been otherwise revealed by students, facilitated a better understanding of teamwork teaching and developed ownership of the curriculum among students. The project enabled the development of recommendations for designing learning, teaching, and assessment methods that were likely to be more effective from a student perspective.

Voluntary undergraduate technical skills training course to prepare students for clerkship assignment: tutees' and tutors' perspectives.

PubMed

Blohm, Mats; Krautter, Markus; Lauter, Jan; Huber, Julia; Weyrich, Peter; Herzog, Wolfgang; Jünger, Jana; Nikendei, Christoph

2014-04-04

Skills lab training has become a widespread tool in medical education, and nowadays, skills labs are ubiquitous among medical faculties across the world. An increasingly prevalent didactic approach in skills lab teaching is peer-assisted learning (PAL), which has been shown to be not only effective, but can be considered to be on a par with faculty staff-led training. The aim of the study is to determine whether voluntary preclinical skills teaching by peer tutors is a feasible method for preparing medical students for effective workplace learning in clerkships and to investigate both tutees' and tutors' attitudes towards such an intervention. A voluntary clerkship preparation skills course was designed and delivered. N = 135 pre-clinical medical students visited the training sessions. N = 10 tutors were trained as skills-lab peer tutors. Voluntary clerkship preparation skills courses as well as tutor training were evaluated by acceptance ratings and pre-post self-assessment ratings. Furthermore, qualitative analyses of skills lab tutors' attitudes towards the course were conducted following principles of grounded theory. Results show that a voluntary clerkship preparation skills course is in high demand, is highly accepted and leads to significant changes in self-assessment ratings. Regarding qualitative analysis of tutor statements, clerkship preparation skills courses were considered to be a helpful and necessary asset to preclinical medical education, which benefits from the tutors' own clerkship experiences and a high standardization of training. Tutor training is also highly accepted and regarded as an indispensable tool for peer tutors. Our study shows that the demand for voluntary competence-oriented clerkship preparation is high, and a peer tutor-led skills course as well as tutor training is well accepted. The focused didactic approach for tutor training is perceived to be effective in preparing tutors for their teaching activity in this context. A prospective study design would be needed to substantiate the results objectively and confirm the effectiveness.

Voluntary undergraduate technical skills training course to prepare students for clerkship assignment: tutees’ and tutors’ perspectives

PubMed Central

2014-01-01

Background Skills lab training has become a widespread tool in medical education, and nowadays, skills labs are ubiquitous among medical faculties across the world. An increasingly prevalent didactic approach in skills lab teaching is peer-assisted learning (PAL), which has been shown to be not only effective, but can be considered to be on a par with faculty staff-led training. The aim of the study is to determine whether voluntary preclinical skills teaching by peer tutors is a feasible method for preparing medical students for effective workplace learning in clerkships and to investigate both tutees’ and tutors’ attitudes towards such an intervention. Methods A voluntary clerkship preparation skills course was designed and delivered. N = 135 pre-clinical medical students visited the training sessions. N = 10 tutors were trained as skills-lab peer tutors. Voluntary clerkship preparation skills courses as well as tutor training were evaluated by acceptance ratings and pre-post self-assessment ratings. Furthermore, qualitative analyses of skills lab tutors’ attitudes towards the course were conducted following principles of grounded theory. Results Results show that a voluntary clerkship preparation skills course is in high demand, is highly accepted and leads to significant changes in self-assessment ratings. Regarding qualitative analysis of tutor statements, clerkship preparation skills courses were considered to be a helpful and necessary asset to preclinical medical education, which benefits from the tutors’ own clerkship experiences and a high standardization of training. Tutor training is also highly accepted and regarded as an indispensable tool for peer tutors. Conclusions Our study shows that the demand for voluntary competence-oriented clerkship preparation is high, and a peer tutor-led skills course as well as tutor training is well accepted. The focused didactic approach for tutor training is perceived to be effective in preparing tutors for their teaching activity in this context. A prospective study design would be needed to substantiate the results objectively and confirm the effectiveness. PMID:24708782

Applying established guidelines to team-based learning programs in medical schools: a systematic review.

PubMed

Burgess, Annette W; McGregor, Deborah M; Mellis, Craig M

2014-04-01

Team-based learning (TBL), a structured form of small-group learning, has gained popularity in medical education in recent years. A growing number of medical schools have adopted TBL in a variety of combinations and permutations across a diversity of settings, learners, and content areas. The authors conducted this systematic review to establish the extent, design, and practice of TBL programs within medical schools to inform curriculum planners and education designers. The authors searched the MEDLINE, PubMed, Web of Knowledge, and ERIC databases for articles on TBL in undergraduate medical education published between 2002 and 2012. They selected and reviewed articles that included original research on TBL programs and assessed the articles according to the seven core TBL design elements (team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the four S's [significant problem, same problem, specific choice, and simultaneous reporting], incentive structure, and peer review) described in established guidelines. The authors identified 20 articles that satisfied the inclusion criteria. They found significant variability across the articles in terms of the application of the seven core design elements and the depth with which they were described. The majority of the articles, however, reported that TBL provided a positive learning experience for students. In the future, faculty should adhere to a standardized TBL framework to better understand the impact and relative merits of each feature of their program.

Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

NASA Astrophysics Data System (ADS)

Muñoz-García, Miguel A.; Moreda, Guillermo P.; Hernández-Sánchez, Natalia; Valiño, Vanesa

2013-10-01

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as "laboratory monitors." A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area

Developing a Community of Practice for HIV Care: Supporting Knowledge Translation in a Regional Training Initiative.

PubMed

Gallagher, Donna M; Hirschhorn, Lisa R; Lorenz, Laura S; Piya, Priyatam

2017-01-01

Ensuring knowledgeable, skilled HIV providers is challenged by rapid advances in the field, diversity of patients and providers, and the need to retain experienced providers while training new providers. These challenges highlight the need for education strategies, including training and clinical consultation to support translation of new knowledge to practice. New England AIDS Education and Training Center (NEAETC) provides a range of educational modalities including academic peer detailing and distance support to HIV providers in six states. We describe the interprofessional perspectives of HIV providers who participated in this regional program to understand success and areas for strengthening pedagogical modality, content, and impact on clinical practice. This 2013 to 2014 mixed-methods study analyzed quantitative programmatic data to understand changes in training participants and modalities and used semistructured interviews with 30 HIV providers and coded for preidentified and emerging themes. Since 2010, NEAETC evolved modalities to a greater focus on active learning (case discussion, clinical consultation), decreasing didactic training by half (18-9%). This shift was designed to move from knowledge transfer to translation, and qualitative findings supported the value of active learning approaches. Providers valued interactive trainings and presentation of cases supporting knowledge translation. On-site training encouraged peer networking and sharing of lessons learned. Diversity in learning priorities across providers and sites validated NEAETC's approach of tailoring topics to local needs and encouraging regional networking. Tailored approaches resulted in improved provider-reported capacity, peer learning, and support. Future evaluations should explore the impact of this multipronged approach on supporting a community of practice and empowerment of provider teams.

Circles of Care: Implementation and Evaluation of Support Teams for African Americans with Cancer

ERIC Educational Resources Information Center

Hanson, Laura C.; Green, Melissa A.; Hayes, Michelle; Diehl, Sandra J.; Warnock, Steven; Corbie-Smith, Giselle; Lin, Feng-Chang; Earp, Jo Anne

2014-01-01

Background: Community-based peer support may help meet the practical, emotional, and spiritual needs of African Americans with advanced cancer. Support teams are a unique model of peer support for persons facing serious illness, but research is rare. This study sought to (a) implement new volunteer support teams for African Americans with advanced…

Experimental immunotherapy shows promise in treating metastatic uveal melanoma | Center for Cancer Research

Cancer.gov

A team led by Udai S. Kammula, M.D., Investigator in the Surgery Branch, has shown that an immunotherapy known as adoptive cell transfer (ACT) is a promising approach to treating a rare form of melanoma that affects the eye.  Learn more...

Tutor Training in Computer Science: Tutor Opinions and Student Results.

ERIC Educational Resources Information Center

Carbone, Angela; Mitchell, Ian

Edproj, a project team of faculty from the departments of computer science, software development and education at Monash University (Australia) investigated the quality of teaching and student learning and understanding in the computer science and software development departments. Edproj's research led to the development of a training program to…

How stakeholder participation can contribute to systematic reviews of complex interventions

PubMed Central

Harris, J; Croot, L; Thompson, J; Springett, J

2016-01-01

Although patient and public involvement in research is a requirement for research funding in many countries, the knowledge base for how to effectively involve people—and evidence of the effectiveness of involvement—is weak. This article describes how methods used in participatory health research were used to involve patients, clients, providers and community health workers across all stages of a realist review. Sustained involvement enabled better identification of the components of the complex intervention of community-based peer support. It also challenged assumptions of how peer support is constructed, leading the review team to question whether the process of designing and implementing interventions has more influence on effectiveness than previously recognised in empirical studies. We conclude with a discussion on when sustained involvement should be used, and the challenges of incorporating it into the traditional researcher-led approach to systematic reviews. PMID:26475921

Peer-assisted bedside teaching rounds.

PubMed

Doumouras, Aristithes; Rush, Raphael; Campbell, Anthony; Taylor, David

2015-06-01

Although postgraduate trainees play a well-accepted role in medical education, little consideration has traditionally been given to senior undergraduate trainees as teachers. Recently, research has shown senior medical students (SMS) can play an effective teaching role for junior medical students (JMS) in non-clinical medical settings. The purpose of our study was to understand the perceptions of SMSs as teachers in a clinical environment for JMS. All students who participated in our peer-led bedside teaching programme from September 2010 to May 2012 were invited to complete a questionnaire following their teaching session. Fifty-six of 70 JMS (80%) and 15 of 15 SMS (100%) participated. Survey questions addressed learning, bedside experiences, teacher effectiveness and the overall usefulness of these sessions. The data collected were analysed for significance of the perceptions reported. We found students reported positive and statistically significant results in all domains examined. JMS reported that sessions were highly valuable learning, improved confidence and comfort at the bedside, had excellent teaching and were a valuable addition to their clinical skills training. SMS reported getting highly valuable learning through preparation and developing improved comfort in a teaching role. Little consideration has traditionally been given to senior undergraduate trainees as teachers Our findings demonstrate that peer-directed learning in undergraduate medical education can be effectively implemented in the clinical arena. © 2015 John Wiley & Sons Ltd.

Peer teaching as a means of enhancing communication skills in anaesthesia training: trainee perspectives.

PubMed

O'Shaughnessy, S M

2018-02-01

The purpose of this study is to introduce peer teaching of communication skills to first-year anaesthesia trainees in Ireland and to evaluate their perception of this teaching modality. Seventy-nine first-year anaesthesia trainees participated in a novel peer-led communication skills programme over a 2-year period (Y1, Y2). A Likert scaling questionnaire was developed to explore trainee perception of the peer teaching programme. Of the 79 respondents (36 in Y1 and 43 in Y2), 99% either agreed or strongly agreed that the peer teachers were successful in their role. Ninety-two percent requested formal peer teaching in other areas of training. The trainees regarded a peer teacher as an appropriate information provider (92%), role model (88%), planner (88%) and facilitator (94%), but less so as an assessor (70%). The most consistently stated strength of peer teaching was the relatability of peer teachers with their lack of experience cited as the main weakness. Eighty percent of participants preferred peer teaching to regular expert teaching. This study highlights the positive attitudes of first-year anaesthesia trainees towards a novel peer teaching programme in communication skills. This author recommends that peer teaching is further developed within postgraduate medical programmes to maximise learning for trainees in the student and teacher roles and to redistribute the teaching burden within clinical departments.

Peer support for families of children with complex needs: Development and dissemination of a best practice toolkit.

PubMed

Schippke, J; Provvidenza, C; Kingsnorth, S

2017-11-01

Benefits of peer support interventions for families of children with disabilities and complex medical needs have been described in the literature. An opportunity to create an evidence-informed resource to synthesize best practices in peer support for program providers was identified. The objective of this paper is to describe the key activities used to develop and disseminate the Peer Support Best Practice Toolkit. This project was led by a team of knowledge translation experts at a large pediatric rehabilitation hospital using a knowledge exchange framework. An integrated knowledge translation approach was used to engage stakeholders in the development process through focus groups and a working group. To capture best practices in peer support, a rapid evidence review and review of related resources were completed. Case studies were also included to showcase practice-based evidence. The toolkit is freely available online for download and is structured into four sections: (a) background and models of peer support, (b) case studies of programs, (c) resources, and (d) rapid evidence review. A communications plan was developed to disseminate the resource and generate awareness through presentations, social media, and champion engagement. Eight months postlaunch, the peer support website received more than 2,400 webpage hits. Early indicators suggest high relevance of this resource among stakeholders. The toolkit format was valuable to synthesize and share best practices in peer support. Strengths of the work include the integrated approach used to develop the toolkit and the inclusion of both the published research literature and experiential evidence. © 2017 John Wiley & Sons Ltd.

Intelligent Tutoring Methods for Optimizing Learning Outcomes with Embedded Training

DTIC Science & Technology

2009-01-01

used to stimulate learning activities, from practice events with real-time coaching, to exercises with after action review. Particularly with free - play virtual...variations of correct performance can be prohibitive in free - play scenarios, and so for such conditions this has led to a state-based approach for...tiered logic that evaluates team member R for proper execution during free - play execution. In the first tier, the evaluation must know when it

Flipping my environmental geochemistry classroom using Team-Based Learning

NASA Astrophysics Data System (ADS)

Griffith, E. M.

2016-02-01

Recent studies indicate that active learning disproportionately benefits STEM students from disadvantaged backgrounds and women in male-dominated fields (Lorenzo et al., 2006; Haak et al., 2011). Freeman et al. (2014) went so far as to suggest that increasing the number of STEM graduates could be done, at least in part, by "abandoning traditional lecturing in favor of active learning". Motivated in part by these previous studies and working at a Hispanic-Serving Institution, I decided to flip my environmental geochemistry course, using Team-Based Learning (TBL) - an instructional strategy for using active learning in small groups (Michaelsen et al., 1982). The course is taught over a 3 hour long class period (once a week) with a mix of upper division undergraduate and graduate students from environmental science, geology, engineering, chemistry, and biological sciences. One of the major learning outcomes of my course is that students "will be able to explain and discuss environmental geochemical data and its significance with their peers." This is practiced each class period throughout the course using TBL, where both undergraduate and graduate students learn from each other and uncover misconceptions. It is essentially one version of a flipped classroom where the students' experience changes from acquiring course content in the classroom to applying course content in the classroom in teams. I will share an overview of the teaching and learning strategy and my experience as well as examples of activities done in the classroom. Cited references: Freeman et al. (2014) PNAS 111: 8410-8415; Haak et al. (2011) Science 332: 1213-1216; Lorenzo et al. (2006) Am J Phys 74: 118-122; Michaelsen et al. (1982) Organ Behav Teaching 7: 13-22.

The Effect of Peer-Led Self-Management Education Programmes for Adolescents with Asthma: A Systematic Review and Meta-Analysis

ERIC Educational Resources Information Center

Zhong, Connie S.; Melendez-Torres, G. J.

2017-01-01

Background: Adolescents with asthma face unique challenges due to hormonal changes, psychosocial development and healthcare transition. Peer-led self-management programmes may increase treatment adherence and social adjustment by addressing these challenges. The purpose of this study was to assess whether peer-led self-management programmes…

Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry

ERIC Educational Resources Information Center

Kulatunga, Ushiri Kumarihamy

2013-01-01

This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, "Argumentation and participation patterns in general chemistry peer-led sessions," is focused on examining arguments and participation patterns in…

Interns' Professional Knowledge and Professional Identity Formation in Online Peer-Led Dialogue

ERIC Educational Resources Information Center

Lee, Hyun-Myoung

2010-01-01

The purpose of this study was to make interns-central members who directed a change the nature of the conception of professional development in an online peer-led dialogue. My focuses were what pedagogical aspects in an online peer-led dialogue contributed to intern's professional development (i.e., professional knowledge development and…

Towards a Pragmatic Model for Group-Based, Technology-Mediated, Project-Oriented Learning - An Overview of the B2C Model

NASA Astrophysics Data System (ADS)

Lawlor, John; Conneely, Claire; Tangney, Brendan

The poor assimilation of ICT in formal education is firmly rooted in models of learning prevalent in the classroom which are largely teacher-led, individualistic and reproductive, with little connection between theory and practice and poor linkages across the curriculum. A new model of classroom practice is required to allow for creativity, peer-learning, thematic learning, collaboration and problem solving, i.e. the skills commonly deemed necessary for the knowledge-based society of the 21st century. This paper describes the B2C model for group-based, technology-mediated, project-oriented learning which, while being developed as part of an out of school programme, offers a pragmatic alternative to traditional classroom pedagogy.

Teaching medical students to recognise their strengths and limitations in leadership, teamwork and communication by military led tutorials.

PubMed

Clark, James; Hall, T Falconer; O'Mahony, K

2013-12-01

The General Medical Council has stipulated that greater importance must be placed on undergraduate students developing their ability to lead and work effectively as part of a team. Wales Universities' Officer Training Corps have attempted to meet this requirement through a third year interactive tutorial which aims to encourage students to recognise their strengths and limitations in the six outcomes of leadership, teamwork, accountability, management, feedback and communication. 16 tutorial groups of 10-15 students were each led by one officer who divided the tutorial group into three teams. The teams worked on complex planning exercises with an intrateam constructive feedback discussion to raise students' awareness of their strengths and limitations as individuals during the task, as perceived by others. The student perception was that all six learning outcomes were achieved by the session. 163 students returned feedback questionnaires and learning outcomes 1-4 were felt to have been addressed effectively or very effectively by 90%, 91%, 90% and 86% respondents, respectively. The fifth and sixth outcomes were less well achieved with only 66% and 64% respondents agreeing that the outcomes were achieved effectively or very effectively. Students commended the instructor's demonstration of leadership and the novel teaching method but improvements could be made in reinforcing why these skills are important.

Interprofessional Education and Practice Guide No. 8: Team-based interprofessional practice placements.

PubMed

Brewer, Margo L; Barr, Hugh

2016-11-01

Whilst interest in interprofessional learning (IPL) in practice contexts has grown in recent years, the complexities involved have led many universities to rely on IPL in the classroom, online, and/or simulated contexts. Curtin University's Faculty of Health Sciences has successfully implemented a multi-award winning, large-scale Interprofessional Practice Programme. This programme, which began with five small pilots in 2009, provides team-based interprofessional practice placements for over 550 students from nine professions per annum. Drawing on both the literature and Curtin University's experience, this Interprofessional Education and Practice Guide aims to assist university and practice-based educators to "weigh the case" for introducing team-based interprofessional placements. The key lessons learned at Curtin University are identified to offer guidance to others towards establishing a similar programme for students during their prequalifying courses in health, social care, and related fields.

A Randomized Trial of Peer-Delivered Self-Management Support for Hypertension

PubMed Central

Schapira, Marilyn M.; Fletcher, Kathlyn E.; Hayes, Avery; Morzinski, Jeffrey; Laud, Purushottam; Eastwood, Dan; Ertl, Kristyn; Patterson, Leslie; Mosack, Katie E.

2014-01-01

BACKGROUND Peer-led interventions to improve chronic disease self-management can improve health outcomes but are not widely used. Therefore, we tested a peer-led hypertension self-management intervention delivered at regular meetings of community veterans’ organizations. METHODS We randomized 58 organizational units (“posts”) of veterans’ organizations in southeast Wisconsin to peer-led vs. professionally delivered self-management education. Volunteer peer leaders at peer-led posts delivered monthly presentations regarding hypertension self-management during regular post meetings. Volunteer post representatives at seminar posts encouraged post members to attend 3 didactic seminars delivered by health professionals at a time separate from the post meeting. Volunteers in both groups encouraged members to self-monitor using blood pressure cuffs, weight scales, and pedometers. Our primary outcome was change in systolic blood pressure (SBP) at 12 months. RESULTS We measured SBP in 404 participants at baseline and in 379 participants at 12 months. SBP decreased significantly (4.4mm Hg; P < 0.0001) overall; the decrease was similar in peer-led and seminar posts (3.5mm Hg vs. 5.4mm Hg; P = 0.24). Among participants with uncontrolled BP at baseline, SBP decreased by 10.1mm Hg from baseline to 12 months but was again similar in the 2 groups. This pattern was also seen at 6 months and with diastolic blood pressure. CONCLUSIONS Our peer-led educational intervention was not more effective than didactic seminars for SBP control. Although peer-led educational programs have had important impacts in a number of studies, we did not find our intervention superior to a similar intervention delivered by healthcare professionals. Clinical trial registration ClinicalTrials.gov NCT00571038. PMID:24755206

Conversion of Provider EMR Training from Instructor-Led Training to eLearning at an Academic Medical Center.

PubMed

Sharp, Karen; Williams, Michele; Aldrich, Alison; Bogacz, Adrienne; Denier, Sighle; McAlearney, Ann S

2017-07-26

This case study overviews the conversion of provider training of the electronic medical record (EMR) from an instructor-led training (ILT) program to eLearning at an Academic Medical Center (AMC). This conversion provided us with both a useful training tool and the opportunity to maximize efficiency within both our training and optimization team and organization. eLearning Development Principles were created and served as a guide to assist us with designing an eLearning curriculum using a five step process. The result was a new training approach that allowed learners to complete training at their own pace, and even test out of sections based on demonstrated competency. The information we have leads us to believe that a substantial return on our investment can be obtained from the conversion with positive impacts that have served as the foundation for the future of end user EMR training at our AMC.

Trying on the professional self: nursing students' perceptions of learning about roles, identity and teamwork in an interprofessional clinical placement.

PubMed

Hood, Kerry; Cant, Robyn; Leech, Michelle; Baulch, Julie; Gilbee, Alana

2014-05-01

This study aims to describe how senior nursing students viewed the clinical learning environment and matured their professional identity through interprofessional learning in a student-led hospital 'ward'. Undergraduate nursing and medical student teams participated in a trial of ward-based interprofessional clinical learning, managing patients over 2 weeks in a rehabilitation ward. Qualitative and quantitative program evaluation was conducted using exit student focus groups and a satisfaction survey. Twenty-three nursing and medical students in three placement rounds provided positive feedback. Five main themes emerged describing their engagement in 'trying on' a professional role: 'experiencing independence and autonomy'; 'seeing clearly what nursing's all about'; 'altered images of other professions'; 'ways of communicating and collaborating' and 'becoming a functioning team'. Ward-based interprofessional clinical placements offer senior students authentic ideal clinical experiences. We consider this essential learning for future interprofessional collaboration which should be included in senior nursing students' education. © 2014.

Facilitating Active Engagement of the University Student in a Large-Group Setting Using Group Work Activities

ERIC Educational Resources Information Center

Kinsella, Gemma K.; Mahon, Catherine; Lillis, Seamus

2017-01-01

It is envisaged that small-group exercises as part of a large-group session would facilitate not only group work exercises (a valuable employability skill), but also peer learning. In this article, such a strategy to facilitate the active engagement of the student in a large-group setting was explored. The production of student-led resources was…

Interprofessional team debriefings with or without an instructor after a simulated crisis scenario: An exploratory case study.

PubMed

Boet, Sylvain; Pigford, Ashlee-Ann; Fitzsimmons, Amber; Reeves, Scott; Triby, Emmanuel; Bould, M Dylan

2016-11-01

The value of debriefing after an interprofessional simulated crisis is widely recognised; however, little is known about the content of debriefings and topics that prompt reflection. This study aimed to describe the content and topics that facilitate reflection among learners in two types of interprofessional team debriefings (with or without an instructor) following simulated practice. Interprofessional operating room (OR) teams (one anaesthesia trainee, one surgical trainee, and one staff circulating OR nurse) managed a simulated crisis scenario and were randomised to one of two debriefing groups. Within-team groups used low-level facilitation (i.e., no instructor but a one-page debriefing form based on the Ottawa Global Rating Scale). The instructor-led group used high-level facilitation (i.e., gold standard instructor-led debriefing). All debriefings were recorded, transcribed, and thematically analysed using the inductive qualitative methodology. Thirty-seven interprofessional team-debriefing sessions were included in the analysis. Regardless of group allocation (within-team or instructor-led), the debriefings centred on targeted crisis resource management (CRM) content (i.e., communication, leadership, situation awareness, roles, and responsibilities). In both types of debriefings, three themes emerged as topics for entry points into reflection: (1) the process of the debriefing itself, (2) experience of the simulation model, including simulation fidelity, and (3) perceived performance, including the assessment of CRM. Either with or without an instructor, interprofessional teams focused their debriefing discussion on targeted CRM content. We report topics that allowed learners to enter reflection. This is important for understanding how to maximise learning opportunities when creating education activities for healthcare providers that work in interprofessional settings.

Nurse students learning acute care by simulation - Focus on observation and debriefing.

PubMed

Abelsson, Anna; Bisholt, Birgitta

2017-05-01

Simulation creates the possibility to experience acute situations during nursing education which cannot easily be achieved in clinical settings. To describe how nursing students learn acute care of patients through simulation exercises, based on observation and debriefing. The study was designed as an observational study inspired by an ethnographic approach. Data was collected through observations and interviews. Data was analyzed using an interpretive qualitative content analysis. Nursing students created space for reflection when needed. There was a positive learning situation when suitable patient scenarios were presented. Observations and discussions with peers gave the students opportunities to identify their own need for knowledge, while also identifying existing knowledge. Reflections could confirm or reject their preparedness for clinical practice. The importance of working in a structured manner in acute care situations became apparent. However, negative feedback to peers was avoided, which led to a loss of learning opportunity. High fidelity simulation training as a method plays an important part in the nursing students' learning. The teacher also plays a key role by asking difficult questions and guiding students towards accurate knowledge. This makes it possible for the students to close knowledge gaps, leading to improved patient safety. Copyright © 2017 Elsevier Ltd. All rights reserved.

Enhancing Students' Speaking Skills through Peer Team Teaching: A Student Centered Approach

ERIC Educational Resources Information Center

Vani, V. Vijaya

2016-01-01

The present paper attempts to establish that peer team teaching of a prescribed English lesson of 1st year B.Tech course by the students will provide more opportunities to enhance their public speaking skills. This kind of classroom activity will also help them to develop their vocabulary, reading skills, team working skills, etc. It is assumed…

Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course Taking on Peer Victimization

ERIC Educational Resources Information Center

Echols, Leslie

2015-01-01

This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th-grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel…

Evaluation of a Peer-Led Hypertension Intervention for Veterans: Impact on Peer Leaders

ERIC Educational Resources Information Center

Mosack, Katie E.; Patterson, Leslie; Brouwer, Amanda M.; Wendorf, Angela R.; Ertl, Kristyn; Eastwood, Dan; Morzinski, Jeffrey; Fletcher, Kathlyn; Whittle, Jeff

2013-01-01

Volunteer peer leaders (PLs) benefit from their involvement in health interventions but we know little about how they compare with other non-PL volunteers or with the intervention recipients themselves. We randomized 58 veterans' service organizations' posts (e.g. VFW) to peer- versus professionally led self-management support interventions. Our…

JGME-ALiEM Hot Topics in Medical Education: Analysis of a Multimodal Online Discussion About Team-Based Learning.

PubMed

Riddell, Jeff; Patocka, Catherine; Lin, Michelle; Sherbino, Jonathan

2017-02-01

Team-based learning (TBL) is an instructional method that is being increasingly incorporated in health professions education, although use in graduate medical education (GME) has been more limited. To curate and describe themes that emerged from a virtual journal club discussion about TBL in GME, held across multiple digital platforms, while also evaluating the use of social media in online academic discussions. The Journal of Graduate Medical Education ( JGME ) and the Academic Life in Emergency Medicine blog facilitated a weeklong, open-access, virtual journal club on the 2015 JGME article "Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching." Using 4 stimulus questions (hosted on a blog as a starting framework), we facilitated discussions via the blog, Twitter, and Google Hangouts on Air platforms. We evaluated 2-week web analytics and performed a thematic analysis of the discussion. The virtual journal club reached a large international audience as exemplified by the blog page garnering 685 page views from 241 cities in 42 countries. Our thematic analysis identified 4 domains relevant to TBL in GME: (1) the benefits and barriers to TBL; (2) the design of teams; (3) the role of assessment and peer evaluation; and (4) crowdsourced TBL resources. The virtual journal club provided a novel forum across multiple social media platforms, engaging authors, content experts, and the health professions education community in a discussion about the importance, impediments to implementation, available resources, and logistics of adopting TBL in GME.

Building Blocks for Peer Success: Lessons Learned from a Train-the-Trainer Program

PubMed Central

Downes, Alicia; Eddens, Shalini; Ruiz, John

2012-01-01

Abstract The National HIV/AIDS Strategy (NHAS) calls for a reduction in health disparities, a reduction in new HIV infections, and improved retention in HIV care and treatment. It acknowledges that HIV-positive peers can play an important role in supporting these aims. However, peer training must be comprehensive enough to equip peers with the knowledge and skills needed for this work. This article describes the development of a national train the trainer (TTT) model for HIV peer educators, and the results of its implementation and replication. A mixed methods evaluation identified who was trained locally as a result of TTT implementation, what aspects of the TTT were most useful to trainers in implementing local training sessions, and areas for improvement. Over the course of 1 year, 91 individuals were trained at 1 of 6 TTT sessions. These individuals then conducted 26 local training sessions for 272 peers. Factors that facilitated local replication training included the teach-back/feedback model, faculty modeling of facilitation styles, financial support for training logistics, and faculty support in designing and implementing the training. The model could be improved by providing instruction on how to incorporate peers as part of the training team. TTT programs that are easily replicable in the community will be an important asset in developing a peer workforce that can help implement the National AIDS Strategy. PMID:22103430

Financial services employees' experience of peer-led and clinician-led critical incident stress debriefing following armed robberies.

PubMed

Simms-Ellis, R; Madill, A

2001-01-01

This study investigates financial services employees' experience of critical incident stress debriefing (CISD) and their views about peers and clinicians as facilitators. Semi-structured interview accounts of four participants who had experienced both peer-led and clinician-led CISD were analyzed using grounded theory. A core category, ambivalence, permeated each interview and divided into two poles: pathologizing and normalizing. The most frequently occurring sub-category was a dislike of professionalism. Participants preferred the peer debriefer who was perceived to have more personal involvement and with whom they felt more empowered and understood. The findings suggest that the status of the debriefer as 'peer' or 'clinician' may be a crucial variable in the effectiveness of CISD and should be considered when reviewing the outcome literature.

From access to success in science: An academic-student affairs intervention for undergraduate freshmen biology students

NASA Astrophysics Data System (ADS)

Aldridge, Jacqueline Nouvelle

The first year experience is known to present an array of challenges for traditional college students. In particular, freshmen who major in a STEM discipline have their own unique set of challenges when they transition from high school science and math to college science and math; especially chemistry. As a result, students may encounter negative experiences which lower academic and social confidence. This project was designed as a pilot study intervention for a small group of freshmen biology students who were considered academically at-risk due their math SAT scores. The study occurred during the fall semester involving an enhanced active learning component based on the Peer-led Team Learning (PLTL) general chemistry supplemental pedagogy model, and a biology-focused First Year Experience (FYE). PLTL workshops took place in freshmen residence halls, creating a live-n-learn community environment. Mid-term and final chemistry grades and final math grades were collected to measure academic progress. Self-reporting surveys and journals were used to encourage participants to reconstruct their experiences and perceptions of the study. Descriptive analysis was performed to measure statistical significance between midterm and final grade performance, and a general inductive qualitative method was used to determine academic and social confidence as well as experiences and perceptions of the project. Findings of this project revealed a statistically significant improvement between chemistry midterm and final grades of the sample participants. Although academic confidence did not increase, results reveal that social confidence progressed as the majority of students developed a value for studying in groups.

Effect of dyad training on medical students' cardiopulmonary resuscitation performance.

PubMed

Wang, Candice; Huang, Chin-Chou; Lin, Shing-Jong; Chen, Jaw-Wen

2017-03-01

We investigated the effects of dyadic training on medical students' resuscitation performance during cardiopulmonary resuscitation (CPR) training.We provided students with a 2-hour training session on CPR for simulated cardiac arrest. Student teams were split into double groups (Dyad training groups: Groups A and B) or Single Groups. All groups received 2 CPR simulation rounds. CPR simulation training began with peer demonstration for Group A, and peer observation for Group B. Then the 2 groups switched roles. Single Groups completed CPR simulation without peer observation or demonstration. Teams were then evaluated based on leadership, teamwork, and team member skills.Group B had the highest first simulation round scores overall (P = 0.004) and in teamwork (P = 0.001) and team member skills (P = 0.031). Group B also had the highest second simulation round scores overall (P < 0.001) and in leadership (P = 0.033), teamwork (P < 0.001), and team member skills (P < 0.001). In the first simulation, there were no differences between Dyad training groups with those of Single Groups in overall scores, leadership scores, teamwork scores, and team member scores. In the second simulation, Dyad training groups scored higher in overall scores (P = 0.002), leadership scores (P = 0.044), teamwork scores (P = 0.005), and team member scores (P = 0.008). Dyad training groups also displayed higher improvement in overall scores (P = 0.010) and team member scores (P = 0.022).Dyad training was effective for CPR training. Both peer observation and demonstration for peers in dyad training can improve student resuscitation performance.

Effect of dyad training on medical students’ cardiopulmonary resuscitation performance

PubMed Central

Wang, Candice; Huang, Chin-Chou; Lin, Shing-Jong; Chen, Jaw-Wen

2017-01-01

Abstract We investigated the effects of dyadic training on medical students’ resuscitation performance during cardiopulmonary resuscitation (CPR) training. We provided students with a 2-hour training session on CPR for simulated cardiac arrest. Student teams were split into double groups (Dyad training groups: Groups A and B) or Single Groups. All groups received 2 CPR simulation rounds. CPR simulation training began with peer demonstration for Group A, and peer observation for Group B. Then the 2 groups switched roles. Single Groups completed CPR simulation without peer observation or demonstration. Teams were then evaluated based on leadership, teamwork, and team member skills. Group B had the highest first simulation round scores overall (P = 0.004) and in teamwork (P = 0.001) and team member skills (P = 0.031). Group B also had the highest second simulation round scores overall (P < 0.001) and in leadership (P = 0.033), teamwork (P < 0.001), and team member skills (P < 0.001). In the first simulation, there were no differences between Dyad training groups with those of Single Groups in overall scores, leadership scores, teamwork scores, and team member scores. In the second simulation, Dyad training groups scored higher in overall scores (P = 0.002), leadership scores (P = 0.044), teamwork scores (P = 0.005), and team member scores (P = 0.008). Dyad training groups also displayed higher improvement in overall scores (P = 0.010) and team member scores (P = 0.022). Dyad training was effective for CPR training. Both peer observation and demonstration for peers in dyad training can improve student resuscitation performance. PMID:28353555

Family bedside orientations: An innovative peer support model to enhance a culture of family-centred care at the Stollery Children's Hospital.

PubMed

Wodinski, Lindsay M; Mattson McCrady, Heather M; Oswald, Christie M; Lyste, Nicole J M; Forbes, Karen L L

2017-10-01

This paper presents family bedside orientations, an innovative bedside peer support model for families of paediatric patients piloted in one unit at the Stollery Children's Hospital in Edmonton, Alberta. The model invites family members of former patients back to the hospital as volunteer peer mentors responsible for meeting one-on-one with current inpatient families to provide a listening presence, discuss patient safety practices and encourage families to participate in their child's care. Using qualitative and quantitative data collection methods, the model was evaluated over 1 year (December 2014 to December 2015). Data sources included peer mentor field notes (from 163 visits) detailing the number of family bedside orientations completed by peer mentors and how they interacted with families, as well as post-visit family (n=35) surveys, Hospital-Child Inpatient Experience Survey data, peer mentor (n=6) questionnaires, focus groups with unit staff (n=10) and interviews with members of the project leadership team (n=5). Our findings indicated that family bedside orientations became an established practice in the pilot unit and positively impacted family care experiences. We attribute these successes to championing and support from unit staff and our multidisciplinary project leadership team. We discuss how our team addressed family privacy and confidentiality while introducing peer mentors in the unit. We also highlight strategies used to integrate peer mentors as part of the staff team and enhance peer support culture in the pilot unit. Practical considerations for implementing this model in other paediatric environments are provided.

A Novel Approach to Medical Student Peer-assisted Learning Through Case-based Simulations

PubMed Central

Jauregui, Joshua; Bright, Steven; Strote, Jared; Shandro, Jamie

2018-01-01

Introduction Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence. Methods We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3–5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course. Results 135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight. Conclusion Unlike other simulations, our combination of brief, student-assisted cases using low-fidelity simulation provides a cost-, resource- and time-effective way to implement a medical student clerkship educational experience. PMID:29383080

A Novel Approach to Medical Student Peer-assisted Learning Through Case-based Simulations.

PubMed

Jauregui, Joshua; Bright, Steven; Strote, Jared; Shandro, Jamie

2018-01-01

Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence. We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3-5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course. 135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight. Unlike other simulations, our combination of brief, student-assisted cases using low-fidelity simulation provides a cost-, resource- and time-effective way to implement a medical student clerkship educational experience.

Lesson Study with Mathematical Resources: A Sustainable Model for Locally-Led Teacher Professional Learning

ERIC Educational Resources Information Center

Lewis, Catherine; Perry, Rebecca

2014-01-01

Teams of educators conducted lesson study independently, supported by a resource kit that included mathematical tasks, curriculum materials, lesson videos and plans, and research articles, as well as protocols to support lesson study. The mathematical resources focused on linear measurement interpretation of fractions. This report examines the…

Pre-Service Mathematics Teachers' Learning and Teaching of Activity-Based Lessons Supported with Spreadsheets

ERIC Educational Resources Information Center

Agyei, Douglas D.; Voogt, Joke M.

2016-01-01

In this study, 12 pre-service mathematics teachers worked in teams to develop their knowledge and skills in using teacher-led spreadsheet demonstrations to help students explore mathematics concepts, stimulate discussions and perform authentic tasks through activity-based lessons. Pre-service teachers' lesson plans, their instruction of the…

Medical Students’ Perceptions of Peer Assessment in a Problem-based Learning Curriculum

PubMed Central

Tayem, Yasin I.; James, Henry; Al-Khaja, Khalid A. J.; Razzak, Rima L. A.; Potu, Bhagath K.; Sequeira, Reginald P.

2015-01-01

Objectives: Peer assessment (PA) is believed to support learning and help students develop both professionally and personally. The aim of this study was to examine medical students’ perceptions of intragroup PA in a problem-based learning (PBL) setting. Methods: This study was carried out between September and November 2014 and involved six random groups of fourth-year undergraduate medical students (n = 60) enrolled at the Arabian Gulf University in Manama, Bahrain. While working on set tasks within a curriculum unit, each student evaluated a randomly selected peer using an English language adapted assessment tool to measure responsibility and respect, information processing, critical analysis, interaction and collaborative skills. At the end of the unit, students’ perceptions of PA were identified using a specifically-designed voluntary and anonymous self-administered questionnaire in English. Results: A total of 55 students participated in the study (response rate: 92%). The majority of students reported that their learning (60%), attendance (67%), respect towards group members (70%) and participation in group discussions (71%) improved as a result of PA. Regarding problem analysis skills, most participants believed that PA improved their ability to analyse problems (65%), identify learning needs (64%), fulfil tasks related to the analysis of learning needs (72%) and share knowledge within their group (74%). Lastly, a large proportion of students reported that this form of assessment helped them develop their communication (71%) and self-assessment skills (73%), as well as collaborative abilities (75%). Conclusion: PA was well accepted by the students in this cohort and led to self-reported improvements in learning, skills, attitudes, engagement and other indicators of personal and professional development. PA was also perceived to have a positive impact on intragroup attitudes. PMID:26355668

The learning environment in the obstetrics and gynecology clerkship: an exploratory study of students' perceptions before and after the clerkship.

PubMed

Baecher-Lind, Laura E; Chang, Katherine; Blanco, Maria A

2015-01-01

For reasons that remain not entirely clear, Obstetrics and Gynecology (Ob/Gyn) clerkships often exhibit comparatively higher rates of medical student mistreatment. To explore perceptions of our local learning environment, focus groups were held with students yet to start (pre-students) and students having completed (post-students) their Ob/Gyn clerkship. Topics of discussion included learning expectations and experiences, perceptions of mistreatment, and suggestions for improving the learning environment and student treatment. Using a naturalistic approach, we conducted a conventional content analysis to identify emergent themes. Nine pre-students and nine post-students participated. While pre-students anticipated being actively engaged, they also expected - based on peer accounts - to be subject to an unwelcoming learning environment on the Ob/Gyn clerkship, despite working hard to become team members. Due to patient advocacy and protection concerns, post-students reported low levels of student involvement and, subsequently, an overall passive learning experience. Students from both groups offered valuable suggestions for improving the learning environment and student treatment. The sensitive nature of Ob/Gyn clinical encounters may lead to overprotective behaviors that contribute to students feeling mistreated and excluded from patient care and team membership. Students' experiences during Ob/Gyn clerkships could be improved by better balancing patient advocacy and student involvement. Practical implications to address these issues are offered.

Innovative curriculum: Integrating the bio-behavioral and social science principles across the LifeStages in basic science years.

PubMed

Lele Mookerjee, Anuradha; Fischer, Bradford D; Cavanaugh, Susan; Rajput, Vijay

2018-05-20

Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled "LifeStages" to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix. We focused on the following major domains: Growth and Brain Development; Sexuality, Hormones and Gender; Sleep; Cognitive and Emotional Development; Mobility, Exercise, Injury and Safety; Nutrition, Diet and Lifestyle; Stress and coping skills, Domestic Violence; Substance Use Disorders; Pain, Illness and Suffering; End of Life, Ethics and Death along with Intergenerational issues and Family Dynamics. Collaboration from the clinical and biomedical science departments led to the dynamic delivery of the course learning objectives and content. The faculty developed and led a scholarly discussion, using the case of a multi-racial, multi-generational family during Active Learning Group (ALG) sessions. The assessment in the LifeStages course involved multiple assessment tools: including the holistic assessment by the faculty facilitator inside ALGs, a Team-Based Learning (TBL) exercise, multiple choice questions and Team Work Assessment during which the students had to create a clinical case on a LifeStages domain along with the facilitators guide and learning objectives.

Peer Observation of Rounds Leads to Collegial Discussion of Teaching.

PubMed

Pierce, J Rush; Rendón, Patrick; Rao, Deepti

2018-01-01

Faculty in the Division of Hospital Medicine provide most of the clinical teaching for learners at our institution. The majority of these faculty are Assistant Professors with limited formal instruction in clinical teaching. Previous Divisional strategies to improve clinical teaching ability included discussion of effective teaching behaviors, developing written expectations for teaching faculty, and instituting seminars on effective clinical teaching. Heretofore, the Division had not utilized a direct observation exercise. We developed a direct observation exercise to encourage discussion of teaching techniques and contemplation of change. Using a social learning model, we developed a peer-to-peer observation followed by a nonevaluative discussion. We created a tool for describing teaching behaviors in 5 domains that were similar to or different from the usual behavior of the observing peer: learner presentations, team leadership, bedside teaching, professionalism, and other. After the observation, the observing and observed faculty met to discuss observed teaching behaviors. Both faculty members discussed and then recorded any teaching behaviors that they planned to adopt or change. We implemented this intervention in a 22-member Academic Division of Hospital Medicine at a tertiary care medical center in the United States. A high proportion were junior faculty and graduates of our residency program. We reviewed records of 28 of 31 observations that were completed during the initial 9-month period of implementation and later surveyed faculty. The exercise resulted in planned changes in teaching behaviors that included instituting new methods to improve teaching team leadership, triaging of patients seen on rounds, faculty behaviors during oral presentations, giving real-time feedback, use of technology and humor, demonstrating physical examination findings, and modeling professional behaviors. Faculty later reported adoption of new teaching behaviors that were important to them. This exercise was easily implemented, resulted in planned changes by both observed and observing peers, and resulted in widespread adoption of some specific teaching behaviors. The most commonly planned change dealt with team leadership or organizational issues. When given the freedom to choose, junior faculty were more likely to observe senior faculty.

Holistic feedback approach with video and peer discussion under teacher supervision.

PubMed

Hunukumbure, Agra Dilshani; Smith, Susan F; Das, Saroj

2017-09-29

High quality feedback is vital to learning in medical education but many students and teachers have expressed dissatisfaction on current feedback practices. Lack of teachers' insight into students' feedback requirements may be a key, which might be addressed by giving control to the students with student led feedback practices. The conceptual framework was built on three dimensions of learning theory by Illeris and Vygotsky's zone of proximal development and scaffolding. We introduced a feedback session with self-reflection and peer feedback in the form of open discussion on video-recorded student performances under teacher's guidance. The aims of this qualitative study were to explore students' perception on this holistic feedback approach and to investigate ways of maximising effective feedback and learning. Semi-structured interviews were used to gather data which were evaluated using a thematic analytical approach. The participants were third year medical students of Imperial College London on clinical placements at Hillingdon Hospital. Video based self-reflection helped some students to identify mistakes in communication and technical skills of which they were unaware prior to the session. Those who were new to video feedback found their expected self-image different to that of their actual image on video, leading to some distress. However many also identified that mistakes were not unique to themselves through peer videos and learnt from both model performances and from each other's mistakes. Balancing honest feedback with empathy was a challenge for many during peer discussion. The teacher played a vital role in making the session a success by providing guidance and a supportive environment. This study has demonstrated many potential benefits of this holistic feedback approach with video based self-reflection and peer discussion with students engaging at a deeper cognitive level than the standard descriptive feedback.

Quality assurance in radiology: peer review and peer feedback.

PubMed

Strickland, N H

2015-11-01

Peer review in radiology means an assessment of the accuracy of a report issued by another radiologist. Inevitably, this involves a judgement opinion from the reviewing radiologist. Peer feedback is the means by which any form of peer review is communicated back to the original author of the report. This article defines terms, discusses the current status, identifies problems, and provides some recommendations as to the way forward, concentrating upon the software requirements for efficient peer review and peer feedback of reported imaging studies. Radiologists undertake routine peer review in their everyday clinical practice, particularly when reporting and preparing for multidisciplinary team meetings. More formal peer review of reported imaging studies has been advocated as a quality assurance measure to promote good clinical practice. It is also a way of assessing the competency of reporting radiologists referred for investigation to bodies such as the General Medical Council (GMC). The literature shows, firstly, that there is a very wide reported range of discrepancy rates in many studies, which have used a variety of non-comparable methodologies; and secondly, that applying scoring systems in formal peer review is often meaningless, unhelpful, and can even be detrimental. There is currently a lack of electronic peer feedback system software on the market to inform radiologists of any review of their work that has occurred or to provide them with clinical outcome information on cases they have previously reported. Learning opportunities are therefore missed. Radiologists should actively engage with the medical informatics industry to design optimal peer review and feedback software with features to meet their needs. Such a system should be easy to use, be fully integrated with the radiological information and picture archiving systems used clinically, and contain a free-text comment box, without a numerical scoring system. It should form a temporary record that cannot be permanently archived. It must provide automated feedback to the original author. Peer feedback, as part of everyday reporting, should enhance daily learning for radiologists. Software requirements for everyday peer feedback differ from those needed for a formal peer review process, which might only be necessary in the setting of a formal GMC enquiry into a particular radiologist's reporting competence, for example. Copyright © 2015 The Royal College of Radiologists. Published by Elsevier Ltd. All rights reserved.

The teacher's role in promoting collaborative dialogue in the classroom.

PubMed

Webb, Noreen M

2009-03-01

Research on student-led small-group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours. This paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small-group work, how teachers can prepare students for collaborative group work, and the role of teacher discourse and classroom norms in small-group dialogue. Studies selected for review focused on student-led small-group contexts for learning in which students were expected to collaborate, reported data from systematic observations of group work, and linked observational data to teacher practices and student learning outcomes. This review uncovered multiple dimensions of the teacher's role in fostering beneficial group dialogue, including preparing students for collaborative work, forming groups, structuring the group-work task, and influencing student interaction through teachers' discourse with small groups and with the class. Common threads through the research are the importance of students explaining their thinking, and teacher strategies and practices that may promote student elaboration of ideas.

Gender-heterogeneous working groups produce higher quality science.

PubMed

Campbell, Lesley G; Mehtani, Siya; Dozier, Mary E; Rinehart, Janice

2013-01-01

Here we present the first empirical evidence to support the hypothesis that a gender-heterogeneous problem-solving team generally produced journal articles perceived to be higher quality by peers than a team comprised of highly-performing individuals of the same gender. Although women were historically underrepresented as principal investigators of working groups, their frequency as PIs at the National Center for Ecological Analysis and Synthesis is now comparable to the national frequencies in biology and they are now equally qualified, in terms of their impact on the accumulation of ecological knowledge (as measured by the h-index). While women continue to be underrepresented as working group participants, peer-reviewed publications with gender-heterogeneous authorship teams received 34% more citations than publications produced by gender-uniform authorship teams. This suggests that peers citing these publications perceive publications that also happen to have gender-heterogeneous authorship teams as higher quality than publications with gender uniform authorship teams. Promoting diversity not only promotes representation and fairness but may lead to higher quality science.

Gender-Heterogeneous Working Groups Produce Higher Quality Science

PubMed Central

Campbell, Lesley G.; Mehtani, Siya; Dozier, Mary E.; Rinehart, Janice

2013-01-01

Here we present the first empirical evidence to support the hypothesis that a gender-heterogeneous problem-solving team generally produced journal articles perceived to be higher quality by peers than a team comprised of highly-performing individuals of the same gender. Although women were historically underrepresented as principal investigators of working groups, their frequency as PIs at the National Center for Ecological Analysis and Synthesis is now comparable to the national frequencies in biology and they are now equally qualified, in terms of their impact on the accumulation of ecological knowledge (as measured by the h-index). While women continue to be underrepresented as working group participants, peer-reviewed publications with gender-heterogeneous authorship teams received 34% more citations than publications produced by gender-uniform authorship teams. This suggests that peers citing these publications perceive publications that also happen to have gender-heterogeneous authorship teams as higher quality than publications with gender uniform authorship teams. Promoting diversity not only promotes representation and fairness but may lead to higher quality science. PMID:24205372

Peer reviewing e-learning: opportunities, challenges, and solutions.

PubMed

Ruiz, Jorge G; Candler, Chris; Teasdale, Thomas A

2007-05-01

Peer review is the foundation of academic publication and a necessary step in the scrutiny of any scholarly work. Simply defined, peer review is the attentive, unbiased assessment of any scholarly work that is submitted for formal scrutiny. Although medical school faculty increasingly use technology in clinical teaching, e-learning materials are often not subjected to a rigorous peer review process. The authors contrast peer review of e-learning materials with that of print materials, describe peer review issues regarding e-learning materials, propose approaches to address the challenges of peer review of e-learning materials, and outline directions for refinement of the e-learning peer review process. At its core, the peer review of e-learning materials should not differ substantially from that of traditional manuscripts. However, e-learning introduces new demands that impel reviewers to consider aspects that are unique to educational technology, including pedagogy, format, usability, navigation, interactivity, delivery, ease of updating, distribution, and access. Four approaches are offered to ease the burden and improve the quality of e-learning peer review: develop peer review training, embrace multidisciplinary peer review, develop guidelines, and provide incentives and compensation. The authors conclude with suggestions about peer review research.

Clinician-led, peer-led, and internet-delivered dissonance-based eating disorder prevention programs: Acute effectiveness of these delivery modalities.

PubMed

Stice, Eric; Rohde, Paul; Shaw, Heather; Gau, Jeff M

2017-09-01

Because independent trials have provided evidence for the efficacy and effectiveness of the dissonance-based Body Project eating disorder prevention program, the present trial tested whether clinicians produce the largest intervention effects, or whether delivery can be task-shifted to less expensive undergraduate peer educators or to Internet delivery without effect size attenuation, focusing on acute effects. In this study, 680 young women (M age = 22.2 years, SD = 7.1) recruited at colleges in 2 states were randomized to clinician-led Body Project groups, peer-led Body Project groups, the Internet-based eBody Project, or an educational video control condition. Participants in all 3 variants of the Body Project intervention showed significantly greater reductions in eating disorder risk factors and symptoms than did educational video controls. Participants in clinician-led and peer-led Body Project groups showed significantly greater reductions in risk factors than did eBody Project participants, but effects for the 2 types of groups were similar. Eating disorder onset over 7-month follow-up was significantly lower for peer-led Body Project group participants versus eBody Project participants (2.2% vs. 8.4%) but did not differ significantly between other conditions. The evidence that all 3 dissonance-based prevention programs outperformed an educational video condition, that both group-based interventions outperformed the Internet-based intervention in risk factor reductions, and that the peer-led groups showed lower eating disorder onset over follow-up than did the Internet-based intervention is novel. These acute-effects data suggest that both group-based interventions produce superior eating disorder prevention effects than does the Internet-based intervention and that delivery can be task-shifted to peer leaders. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Technique adaptation, strategic replanning, and team learning during implementation of MR-guided brachytherapy for cervical cancer.

PubMed

Skliarenko, Julia; Carlone, Marco; Tanderup, Kari; Han, Kathy; Beiki-Ardakani, Akbar; Borg, Jette; Chan, Kitty; Croke, Jennifer; Rink, Alexandra; Simeonov, Anna; Ujaimi, Reem; Xie, Jason; Fyles, Anthony; Milosevic, Michael

MR-guided brachytherapy (MRgBT) with interstitial needles is associated with improved outcomes in cervical cancer patients. However, there are implementation barriers, including magnetic resonance (MR) access, practitioner familiarity/comfort, and efficiency. This study explores a graded MRgBT implementation strategy that included the adaptive use of needles, strategic use of MR imaging/planning, and team learning. Twenty patients with cervical cancer were treated with high-dose-rate MRgBT (28 Gy in four fractions, two insertions, daily MR imaging/planning). A tandem/ring applicator alone was used for the first insertion in most patients. Needles were added for the second insertion based on evaluation of the initial dosimetry. An interdisciplinary expert team reviewed and discussed the MR images and treatment plans. Dosimetry-trigger technique adaptation with the addition of needles for the second insertion improved target coverage in all patients with suboptimal dosimetry initially without compromising organ-at-risk (OAR) sparing. Target and OAR planning objectives were achieved in most patients. There were small or no systematic differences in tumor or OAR dosimetry between imaging/planning once per insertion vs. daily and only small random variations. Peer review and discussion of images, contours, and plans promoted learning and process development. Technique adaptation based on the initial dosimetry is an efficient approach to implementing MRgBT while gaining comfort with the use of needles. MR imaging and planning once per insertion is safe in most patients as long as applicator shifts, and large anatomical changes are excluded. Team learning is essential to building individual and programmatic competencies. Copyright © 2017 American Brachytherapy Society. Published by Elsevier Inc. All rights reserved.

Retrospective: lessons learned from the Santa Barbara project and their implications for health information exchange.

PubMed

Frohlich, Jonah; Karp, Sam; Smith, Mark D; Sujansky, Walter

2007-01-01

Despite its closure in December 2006, the Santa Barbara County Care Data Exchange helped focus national attention on the value of health information exchange (HIE). This in turn led to the federal government's plan to establish regional health information organizations (RHIOs). During its existence, the project pioneered innovative approaches, including certification of health information technology vendors, a community-wide governance model, and deployment of a peer-to-peer technical model now in wider use. RHIO efforts will benefit from the project's lessons about the need for an incremental development approach, rigorous implementation processes, early attention to privacy and liability concerns, and planning for a sustainable business model.

Broadening participation in Research Experiences for Undergraduates (REU) programs: an evaluation of the team research model for undergraduate research experiences

NASA Astrophysics Data System (ADS)

Berthelote, A. R.; Geraghty Ward, E. M.; Dalbotten, D. M.

2014-12-01

The REU site on sustainable land and water resources has a goal of broadening participation in the geosciences by underrepresented groups and particularly Native American students. We are evaluating modifications to the traditional REU model in order to better support these students. First, we review a team research model for REU students, where students are placed on teams and work together in peer groups supported by a team of mentors. Second, the REU takes place in locations that have high populations of Native American students to remove barriers to participation for non-traditional students. Finally, the teams do research on issues related to local concerns with cultural focus. Traditional REU models (1 faculty to 1 student/on campus) have been shown to be effective in supporting student movement into graduate programs but often fail to attract a diverse group of candidates. In addition, they rely for success on the relationship between faculty and student, which can often be undermined by unrealistic expectations on the part of the student about the mentor relationship, and can be exacerbated by cultural misunderstanding, conflicting discourse, or students' personal or family issues. At this REU site, peer mentorship and support plays a large role. Students work together to select their research question, follow the project to completion and present the results. Students from both native and non-native backgrounds learn about the culture of the partner reservations and work on a project that is of immediate local concern. The REU also teaches students protocols for working on Native American lands that support good relations between reservation and University. Analysis of participant data gathered from surveys and interview over the course of our 3-year program indicates that the team approach is successful. Students noted that collaborating with other teams was rewarding and mentors reported positively about their roles in providing guidance for the student's future plans. While there are still challenges to this approach (e.g. optimal team size and structure, interpersonal conflicts among team members, geographically dispersed teams), the model has proven effective in recruiting and retaining students from culturally, geographically, and economically diverse backgrounds.

Development of the volunteer peer educator role in a community Cardiovascular Health Awareness Program (CHAP): a process evaluation in two communities.

PubMed

Karwalajtys, Tina; McDonough, Beatrice; Hall, Heather; Guirguis-Younger, Manal; Chambers, Larry W; Kaczorowski, Janusz; Lohfeld, Lynne; Hutchison, Brian

2009-08-01

Volunteers can support the delivery and sustainability of programs promoting chronic disease awareness to improve health at the community level. This paper describes the development of the peer education component of the Cardiovascular Health Awareness Program (CHAP) and assessment of the volunteer peer educator role in a community-wide demonstration project in two mid-sized Ontario communities. A case study approach was used incorporating process learning, a volunteer survey and debriefing discussions with volunteers. A post-program questionnaire was administered to 48 volunteers. Five debriefing discussions were conducted with 27 volunteers using a semi-structured interview guide. Discussions were audio-recorded and transcribed. Analysis used an editing approach to identify themes, taking into account the community-specific context. Volunteers reported an overall positive experience and identified rewarding aspects of their involvement. They felt well prepared but appreciated ongoing training and support and requested more refresher training. Understanding of program objectives increased volunteer satisfaction. Volunteers continued to develop their role during the program; however, organizational and logistical factors sometimes limited skill acquisition and contributions. The prospect of greater involvement in providing tailored health education resources addressing modifiable risk factors was acceptable to most volunteers. Continued refinement of strategies to recruit, train, retain and support volunteers strengthened the peer education component of CHAP. The experience and contributions of volunteers were influenced by the wider context of program delivery. Process evaluation allowed program planners to anticipate challenges, strengthen support for volunteer activities, and expand the peer educator role. This learning can inform similar peer-led health promotion initiatives.

A Peer-Led Approach to Promoting Health Education in Schools: The Views of Peers

ERIC Educational Resources Information Center

Frantz, J. M.

2015-01-01

Peer-led health promotion strategies in schools have been found to be effective in promoting healthy behaviours amongst youth. This study aimed to evaluate the views of the peer educators in implementing a health education programme using a qualitative approach. Informal discussions and eight in-depth interviews were used to explore the views of…

Revitalizing pathology laboratories in a gastrointestinal pathophysiology course using multimedia and team-based learning techniques.

PubMed

Carbo, Alexander R; Blanco, Paola G; Graeme-Cooke, Fiona; Misdraji, Joseph; Kappler, Steven; Shaffer, Kitt; Goldsmith, Jeffrey D; Berzin, Tyler; Leffler, Daniel; Najarian, Robert; Sepe, Paul; Kaplan, Jennifer; Pitman, Martha; Goldman, Harvey; Pelletier, Stephen; Hayward, Jane N; Shields, Helen M

2012-05-15

In 2008, we changed the gastrointestinal pathology laboratories in a gastrointestinal pathophysiology course to a more interactive format using modified team-based learning techniques and multimedia presentations. The results were remarkably positive and can be used as a model for pathology laboratory improvement in any organ system. Over a two-year period, engaging and interactive pathology laboratories were designed. The initial restructuring of the laboratories included new case material, Digital Atlas of Video Education Project videos, animations and overlays. Subsequent changes included USMLE board-style quizzes at the beginning of each laboratory, with individual readiness assessment testing and group readiness assessment testing, incorporation of a clinician as a co-teacher and role playing for the student groups. Student responses for pathology laboratory contribution to learning improved significantly compared to baseline. Increased voluntary attendance at pathology laboratories was observed. Spontaneous student comments noted the positive impact of the laboratories on their learning. Pathology laboratory innovations, including modified team-based learning techniques with individual and group self-assessment quizzes, multimedia presentations, and paired teaching by a pathologist and clinical gastroenterologist led to improvement in student perceptions of pathology laboratory contributions to their learning and better pathology faculty evaluations. These changes can be universally applied to other pathology laboratories to improve student satisfaction. Copyright © 2012 Elsevier GmbH. All rights reserved.

A randomized trial of peer-delivered self-management support for hypertension.

PubMed

Whittle, Jeff; Schapira, Marilyn M; Fletcher, Kathlyn E; Hayes, Avery; Morzinski, Jeffrey; Laud, Purushottam; Eastwood, Dan; Ertl, Kristyn; Patterson, Leslie; Mosack, Katie E

2014-11-01

Peer-led interventions to improve chronic disease self-management can improve health outcomes but are not widely used. Therefore, we tested a peer-led hypertension self-management intervention delivered at regular meetings of community veterans' organizations. We randomized 58 organizational units ("posts") of veterans' organizations in southeast Wisconsin to peer-led vs. professionally delivered self-management education. Volunteer peer leaders at peer-led posts delivered monthly presentations regarding hypertension self-management during regular post meetings. Volunteer post representatives at seminar posts encouraged post members to attend 3 didactic seminars delivered by health professionals at a time separate from the post meeting. Volunteers in both groups encouraged members to self-monitor using blood pressure cuffs, weight scales, and pedometers. Our primary outcome was change in systolic blood pressure (SBP) at 12 months. We measured SBP in 404 participants at baseline and in 379 participants at 12 months. SBP decreased significantly (4.4mm Hg; P < 0.0001) overall; the decrease was similar in peer-led and seminar posts (3.5mm Hg vs. 5.4mm Hg; P = 0.24). Among participants with uncontrolled BP at baseline, SBP decreased by 10.1mm Hg from baseline to 12 months but was again similar in the 2 groups. This pattern was also seen at 6 months and with diastolic blood pressure. Our peer-led educational intervention was not more effective than didactic seminars for SBP control. Although peer-led educational programs have had important impacts in a number of studies, we did not find our intervention superior to a similar intervention delivered by healthcare professionals. ClinicalTrials.gov NCT00571038. © Published by Oxford University Press on behalf of American Journal of Hypertension Ltd 2014. This work is written by (a) US Government employees(s) and is in the public domain in the US.

Arkansas State Highway and Transportation Department research peer exchange, October 1 - 4, 2007.

DOT National Transportation Integrated Search

2007-10-01

The Team wishes to thank the AHTD for the opportunity to take part in this Peer Exchange. : Items we wish to note as general observations are as follows: : Overall impression of the Team is of a responsive research program geared toward : meeting...

Measures of Success for Earth System Science Education: The DLESE Evaluation Services and the Evaluation Toolkit Collection

NASA Astrophysics Data System (ADS)

McCaffrey, M. S.; Buhr, S. M.; Lynds, S.

2005-12-01

Increased agency emphasis upon the integration of research and education coupled with the ability to provide students with access to digital background materials, learning activities and primary data sources has begun to revolutionize Earth science education in formal and informal settings. The DLESE Evaluation Services team and the related Evaluation Toolkit collection (http://www.dlese.org/cms/evalservices/ ) provides services and tools for education project leads and educators. Through the Evaluation Toolkit, educators may access high-quality digital materials to assess students' cognitive gains, examples of alternative assessments, and case studies and exemplars of authentic research. The DLESE Evaluation Services team provides support for those who are developing evaluation plans on an as-requested basis. In addition, the Toolkit provides authoritative peer reviewed articlesabout evaluation research techniques and strategies of particular importance to geoscience education. This paper will provide an overview of the DLESE Evaluation Toolkit and discuss challenges and best practices for assessing student learning and evaluating Earth system sciences education in a digital world.

Academic-practice collaboration in nursing education: service-learning for injury prevention.

PubMed

Alexander, Gina K; Canclini, Sharon B; Krauser, Debbie L

2014-01-01

Teams of senior-level baccalaureate nursing students at a private, urban university complete a population-focused public health nursing practicum through service-learning partnerships. Recently, students collaborated with local service agencies for Safe Communities America, a program of the National Safety Council in affiliation with the World Health Organization. This article describes the student-led process of community assessment, followed by systematic planning, implementation, and evaluation of evidence-based interventions to advance prescription drug overdose/poisoning prevention efforts in the community.

Experiencing authenticity - the core of student learning in clinical practice.

PubMed

Manninen, Katri

2016-10-01

Learning in clinical practice is challenging regarding organizational and pedagogical issues. Clinical education wards are one way to meet these challenges by focusing on both patient care and student learning. However, more knowledge is needed about how students' learning can be enhanced and about patients' and supervisors' roles in these settings. The aim was to explore nursing students' learning on a clinical education ward with an explicit pedagogical framework. Semi-structured interviews of students were analyzed using qualitative content analysis and an ethnographic study including observations and follow-up interviews of students, patients and supervisors was conducted. The core of student meaningful learning experiences both external and internal authenticity. Students in early stages immediately created mutual relationships, experienced both external and internal authenticity, and patients became active participants in student learning. Without a mutual relationship, patients passively let students practice on their bodies. Students nearing graduation experienced only external authenticity, creating uncertainty as a threshold for learning. Caring for patients with complex needs helped students overcome the threshold and experience internal authenticity. Supervisors' challenges were to balance patient care and student learning by working as a team. They supported students coping with the complex challenges on the ward. Students need to experience external and internal authenticity to make learning meaningful. Experiencing authenticity, involving meaning-making processes and knowledge construction, is linked to transformative learning and overcoming thresholds. Therefore, an explicit pedagogical framework, based on patient-centredness, peer learning and the supervisory team, creates the prerequisites for experiencing external and internal authenticity.

Pathways to recovery (PTR): impact of peer-led group participation on mental health recovery outcomes.

PubMed

Fukui, Sadaaki; Davidson, Lori J; Holter, Mark C; Rapp, Charles A

2010-01-01

This study examined the positive effects on recovery outcomes for people with severe and persistent mental illness using peer-led groups based on Pathways to Recovery: A Strengths Recovery Self-Help Workbook (PTR). PTR translates the evidence-supported practice of the Strengths Model into a self-help approach, allowing users to identify and pursue life goals based on personal and environmental strengths. A single-group pretest-posttest research design was applied. Forty-seven members in 6 consumer-run organizations in one Midwestern state participated in a PTR peer-led group, completing a baseline survey before the group and again at the completion of the 12-week sessions. The Rosenberg Self-Esteem Scale, the General Self-Efficacy Scale, Multidimensional Scale of Perceived Social Support, the Spirituality Index of Well-Being, and the Modified Colorado Symptom Index were employed as recovery outcomes. Paired Hotelling's T-square test was conducted to examine the mean differences of recovery outcomes between the baseline and the completion of the group. Findings revealed statistically significant improvements for PTR participants in self-esteem, self-efficacy, social support, spiritual well-being, and psychiatric symptoms. This initial research is promising for establishing PTR as an important tool for facilitating recovery using a peer-led group format. The provision of peer-led service has been emphasized as critical to integrating consumers' perspectives in recovery-based mental health services. Given the current federal funding stream for peer services, continued research into PTR and other peer-led services becomes more important.

Nurse Scientists Overcoming Challenges to Lead Transdisciplinary Research Teams

PubMed Central

Kneipp, Shawn M.; Gilleskie, Donna; Sheely, Amanda; Schwartz, Todd; Gilmore, Robert M.; Atkinson, Daryl

2017-01-01

Increasingly, scientific funding agencies are requiring that researchers move toward an integrated, transdisciplinary team science paradigm. While the barriers to and rewards of conducting this type of research have been discussed in the literature, examples of how nurse investigators have led these teams to reconcile the differences in theoretical, methodological, and/or analytic perspectives that inevitably exist are lacking. In this article, we describe these developmental trajectory challenges through a case study of one transdisciplinary team, focusing on team member characteristics and the leadership tasks associated with successful transdisciplinary science teams in the literature. Specifically, we describe how overcoming these challenges has been essential to examining the complex, and potentially cumulative effects that key intersections between legal, social welfare, and labor market systems may have on the health of disadvantaged women. Finally, we discuss this difficult, but rewarding work within the context of lessons learned and transdisciplinary team research in relation to the future of nursing science. PMID:25015404

Holding Students Accountable in Team Projects

ERIC Educational Resources Information Center

Mentzer, Nathan

2014-01-01

This article describes an efficient peer evaluation process that can be implemented at the middle and high school levels, and that holds students accountable for their individual contributions in a team-based project. Teachers faced with this challenge will welcome the web-based peer-evaluation interface that was capable of soliciting student…

Using Reflection with Peers to Help Students Learn Effective Problem Solving Strategies

NASA Astrophysics Data System (ADS)

Mason, Andrew; Singh, Chandralekha

2010-10-01

We describe a study in which introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into the "Peer Reflection" (PR) group and the traditional group. Each week in recitation, students in the PR group reflected in small teams on selected problems from the homework. The graduate and undergraduate teaching assistants (TAs) in the PR group recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the recitations for the traditional group, students had the opportunity to ask the graduate TA questions about the homework before they took a weekly quiz. On the final exam with only multiple-choice questions, the PR group drew diagrams on more problems than the traditional group, even when there was no external reward for doing so. Since there was no partial credit for drawing the diagrams on the scratch books, students did not draw diagrams simply to get credit for the effort shown and must value the use of diagrams for solving problems if they drew them. We also find that, regardless of whether the students belonged to the traditional or PR groups, those who drew more diagrams for the multiple-choice questions outperformed those who did not draw them.

Enabling Initiative and Enterprise: Faculty-Led Course Redesign in a STEM Discipline

ERIC Educational Resources Information Center

Dee, Jay R.; Henkin, Alan B.; Hearne, Jennifer L.

2011-01-01

This study focuses on processes and outcomes associated with a faculty grassroots initiative to reform teaching and learning in an introductory chemistry course at a research university. The purpose of this study is threefold. First, the study considers faculty groups and teams as sites and sources of pedagogical change in an effort to improve…

Teaching and learning in an 80-hour work week: a novel day-float rotation for medical residents.

PubMed

Wong, Jeffrey G; Holmboe, Eric S; Huot, Stephen J

2004-05-01

The 80-hour workweek limit for residents provides an opportunity for residency directors to creatively innovate their programs. Our novel day-float rotation augmented both the educational structure within the inpatient team setting and the ability for house staff to complete their work within the mandated limits. Descriptive evaluation of the rotation was performed through an end-of-rotation questionnaire. The average length of the ward residents' work week was quantified before and after the rotation's implementation. Educational portfolios and mentored peer-teaching opportunities enriched the rotation. As measured by our evaluation, this new rotation enhanced learning and patient care while reducing work hours for inpatient ward residents.

Health-profession students’ teaching and learning expectations in Ugandan medical schools: pre- and postcommunity placement comparison

PubMed Central

Wakida, Edith K; Ruzaaza, Gad; Muggaga, Kintu; Akera, Peter; Oria, Hussein; Kiguli, Sarah

2015-01-01

Purpose The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students’ thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs. Methods The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Results Students’ learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to harmoniously work together to achieve a common purpose, which they find difficult to do in a classroom environment. Conclusion Having student teams comprised of different health programs and years of study going for community placement together promoted peer-to-peer mentorship and enhanced team building during community placement. PMID:26677345

Health-profession students' teaching and learning expectations in Ugandan medical schools: pre- and postcommunity placement comparison.

PubMed

Wakida, Edith K; Ruzaaza, Gad; Muggaga, Kintu; Akera, Peter; Oria, Hussein; Kiguli, Sarah

2015-01-01

The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students' thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs. The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Students' learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to harmoniously work together to achieve a common purpose, which they find difficult to do in a classroom environment. Having student teams comprised of different health programs and years of study going for community placement together promoted peer-to-peer mentorship and enhanced team building during community placement.

Medical students' evaluation of physiology learning environments in two Nigerian medical schools.

PubMed

Anyaehie, U S B; Nwobodo, E; Oze, G; Nwagha, U I; Orizu, I; Okeke, T; Anyanwu, G E

2011-06-01

The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional didactic lectures thus predominate, and learning is further constrained by funding gaps, poor infrastructure, and increasing class sizes. We reviewed medical students' perceptions of their exposed learning environment to determine preferences, shortcomings, and prescriptions for improvements. The results confirm declining interest in didactic lectures and practical sessions with preferences for peer-tutored discussion classes, which were considered more interactive and interesting. This study recommends more emphasis on student-centered learning with alternatives to passive lecture formats and repetitive cookbook practical sessions. The institutionalization of student feedback processes in Nigerian medical schools is also highly recommended.

Indicators of undergraduate nursing students' satisfaction with their learning journey: An integrative review.

PubMed

Walker, Sandra; Rossi, Dolene; Anastasi, Jennifer; Gray-Ganter, Gillian; Tennent, Rebeka

2016-08-01

In Australia Bachelor of Nursing programmes are delivered via both internal and distance modes yet there is little knowledge of the indicators of undergraduate nursing students' satisfaction with the learning journey. This integrative review was undertaken to uncover the indicators of undergraduate nursing students' satisfaction with their learning journey. Integrative review. A review of key papers was undertaken. Only peer-reviewed papers published in scholarly journals from 2008 onwards were included in this integrative review. Pubmed, CINAHL, Google Scholar, Cochrane, Wiley Online and ProQuest Central databases were searched for relevant papers. 49 papers were appraised, by a minimum of two team members. CASP tools were used when evaluating qualitative research, systematic and integrated reviews while survey research was evaluated using a tool specifically developed for this purpose by the research team. All tools used to assess the quality of the research studies contained comprehensive checklists and questions relevant for the particular type of study. Data related to these checklists was extracted and the research team appraised the quality of each article based on its relevance to the topic, internal and external validity, appropriateness of data analysis technique(s), and whether ethical considerations were addressed. Seventeen papers were included in the final analysis. Data analysis involved a systematic approach using content analysis techniques. This integrative review sought to identify indicators of nursing students' satisfaction with their learning journey. Authentic learning, motivation, resilience, support, and collaborative learning were identified by this integrative review as being key to nursing students' satisfaction with their learning journey. Sub themes were identified within each of these themes that assist in explaining nursing students' views of their learning journey. The findings showed that higher satisfaction levels are attained when nursing students feel included and supported during their learning journey. Copyright © 2016 Elsevier Ltd. All rights reserved.

Organised Governmental Learning: Vocational Education and Training Practices between Peer Review and Peer Learning

ERIC Educational Resources Information Center

Speer, Sandra

2011-01-01

Peer learning has already existed for a long time, as an informal as well as a formal practice between people from the same professional area. However, peer learning systems on the macro level are relatively newer concepts. Policy learning can be fostered by various types of organised activities, ranging from peer review frameworks, which often…

Interactional Resources for Quality Improvement: Learning From Participants Through a Qualitative Study.

PubMed

Brooks, Joanna Veazey; Gorbenko, Ksenia; Bosk, Charles

Implementing quality improvement in hospitals requires a multifaceted commitment from leaders, including financial, material, and personnel resources. However, little is known about the interactional resources needed for project implementation. The aim of this analysis was to identify the types of interactional support hospital teams sought in a surgical quality improvement project. Hospital site visits were conducted using a combination of observations, interviews, and focus groups to explore the implementation of a surgical quality improvement project. Twenty-six site visits were conducted between October 2012 and August 2014 at a total of 16 hospitals that agreed to participate. All interviews were recorded, transcribed, and coded for themes using inductive analysis. We interviewed 321 respondents and conducted an additional 28 focus groups. Respondents reported needing the following types of interactional support during implementation of quality improvement interventions: (1) a critical outside perspective on their implementation progress; (2) opportunities to learn from peers, especially around clinical innovations; and (3) external validation to help establish visibility for and commitment to the project. Quality improvement in hospitals is both a clinical endeavor and a social endeavor. Our findings show that teams often desire interactional resources as they implement quality improvement initiatives. In-person site visits can provide these resources while also activating emotional energy for teams, which builds momentum and sustainability for quality improvement work. Policymakers and quality improvement leaders will benefit from developing strategies to maximize interactional learning and feedback for quality improvement teams. Further research should investigate the most effective methods for meeting these needs.

Interactional Resources for Quality Improvement: Learning from Participants through a Qualitative Study

PubMed Central

Brooks, Joanna Veazey; Gorbenko, Ksenia; Bosk, Charles

2017-01-01

BACKGROUND Implementing quality improvement in hospitals requires a multi-faceted commitment from leaders, including financial, material, and personnel resources. However, little is known about the interactional resources needed for project implementation. The aim of this analysis was to identify the types of interactional support hospital teams sought in a surgical quality improvement project. METHODS Hospital site visits were conducted using a combination of observations, interviews, and focus groups to explore the implementation of a surgical quality improvement project. Twenty-six site visits were conducted between October 2012 and August 2014 at a total of 16 hospitals that agreed to participate. All interviews were recorded, transcribed, and coded for themes using inductive analysis. RESULTS We interviewed 321 respondents and conducted an additional 28 focus groups. Respondents reported needing the following types of interactional support during implementation of quality improvement interventions: 1) a critical outside perspective on their implementation progress; 2) opportunities to learn from peers, especially around clinical innovations; and 3) external validation to help establish visibility for and commitment to the project. CONCLUSIONS Quality improvement in hospitals is both a clinical and a social endeavor. Our findings show that teams often desire interactional resources as they implement quality improvement initiatives. In-person site visits can provide these resources while also activating emotional energy for teams, which builds momentum and sustainability for quality improvement work. IMPLICATIONS Policymakers and quality improvement leaders will benefit from developing strategies to maximize interactional learning and feedback for quality improvement teams. Further research should investigate the most effective methods for meeting these needs. PMID:28375951

JGME-ALiEM Hot Topics in Medical Education: Analysis of a Multimodal Online Discussion About Team-Based Learning

PubMed Central

Riddell, Jeff; Patocka, Catherine; Lin, Michelle; Sherbino, Jonathan

2017-01-01

Background  Team-based learning (TBL) is an instructional method that is being increasingly incorporated in health professions education, although use in graduate medical education (GME) has been more limited. Objective  To curate and describe themes that emerged from a virtual journal club discussion about TBL in GME, held across multiple digital platforms, while also evaluating the use of social media in online academic discussions. Methods  The Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated a weeklong, open-access, virtual journal club on the 2015 JGME article “Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching.” Using 4 stimulus questions (hosted on a blog as a starting framework), we facilitated discussions via the blog, Twitter, and Google Hangouts on Air platforms. We evaluated 2-week web analytics and performed a thematic analysis of the discussion. Results  The virtual journal club reached a large international audience as exemplified by the blog page garnering 685 page views from 241 cities in 42 countries. Our thematic analysis identified 4 domains relevant to TBL in GME: (1) the benefits and barriers to TBL; (2) the design of teams; (3) the role of assessment and peer evaluation; and (4) crowdsourced TBL resources. Conclusions  The virtual journal club provided a novel forum across multiple social media platforms, engaging authors, content experts, and the health professions education community in a discussion about the importance, impediments to implementation, available resources, and logistics of adopting TBL in GME. PMID:28261403

Implementing Peer Learning in Clinical Education: A Framework to Address Challenges In the "Real World".

PubMed

Tai, Joanna Hong Meng; Canny, Benedict J; Haines, Terry P; Molloy, Elizabeth K

2017-01-01

Phenomenon: Peer learning has many benefits and can assist students in gaining the educational skills required in future years when they become teachers themselves. Peer learning may be particularly useful in clinical learning environments, where students report feeling marginalized, overwhelmed, and unsupported. Educational interventions often fail in the workplace environment, as they are often conceived in the "ideal" rather than the complex, messy real world. This work sought to explore barriers and facilitators to implementing peer learning activities in a clinical curriculum. Previous peer learning research results and a matrix of empirically derived peer learning activities were presented to local clinical education experts to generate discussion around the realities of implementing such activities. Potential barriers and limitations of and strategies for implementing peer learning in clinical education were the focus of the individual interviews. Thematic analysis of the data identified three key considerations for real-world implementation of peer learning: culture, epistemic authority, and the primacy of patient-centered care. Strategies for peer learning implementation were also developed from themes within the data, focusing on developing a culture of safety in which peer learning could be undertaken, engaging both educators and students, and establishing expectations for the use of peer learning. Insights: This study identified considerations and strategies for the implementation of peer learning activities, which took into account both educator and student roles. Reported challenges were reflective of those identified within the literature. The resultant framework may aid others in anticipating implementation challenges. Further work is required to test the framework's application in other contexts and its effect on learner outcomes.

Adoption and implementation of mandated diabetes registries by community health centers.

PubMed

Helfrich, Christian D; Savitz, Lucy A; Swiger, Kathleen D; Weiner, Bryan J

2007-07-01

Innovations adopted by healthcare organizations are often externally mandated. However, few studies examine how mandated innovations progress from adoption to sustained effective use. This study uses Rogers's model of organizational innovation to explore community health centers' (CHCs') mandated adoption and implementation of disease registries in the federal Health Disparities Collaborative (HDC). Case studies were conducted on six CHCs in North Carolina participating in the HDC on type 2 diabetes mellitus. Data were collected from semistructured interviews with key staff, and from site-level and individual-level surveys. Although disease registry adoption and implementation were mandated, CHCs exercised prerogative in the timing of registry adoption and the functions emphasized. Executive and medical director involvement, often directly on the HDC teams, was the single most salient influence on adoption and implementation. Staff members' personal experience with diabetes also provided context and gave registries added significance. Participants lauded HDC's technique of small-scale, rapid-cycle change, but valued even more shared problem solving and peer learning among HDC teams. However, lack of cross-training, inadequate resources, and staff turnover posed serious threats to sustainability of the registries. The present study illustrates the usefulness of Rogers's model for studying mandated innovation and highlights several key factors, including direct, personal involvement of organizational leadership, and shared problem solving and peer learning facilitated by the HDC. However, these six CHCs elected to participate early in the HDC, and may not be typical of North Carolina's remaining CHCs. Furthermore, most face important long-term challenges that threaten routinization.

Efficacy of team-based financial incentives for smoking cessation in the workplace.

PubMed

Yeo, Chang Dong; Lee, Hea Yeon; Ha, Jick Hwan; Kang, Hyeon Hui; Kang, Ji Young; Kim, Sung Kyoung; Kim, Myung Sook; Moon, Hwa Sik; Lee, Sang Haak

2015-01-01

Worksite smoking cessation programs offer accessibility of the target population, availability of occupational health support, and the potential for peer pressure and peer support. The purpose of this study was to identify the efficacy of the financial incentives given to various teams in the workplace. St. Paul's Hospital's employees were enrolled. Each team of employees consisted of smoking participants and non-smoking fellow workers from the same department. The financial incentive of 50000 won (about $45) was rewarded to the team for each successful participant-not to individual members-after the first week and then after one month. If the smokers in the team remained abstinent for a longer time period, the team was given an incentive of 100000 won for each successful participant after 3 and 6 months. A total 28 smoking participants and 6 teams were enrolled. Self-reported abstinence rates validated by urinary cotinine test at 3, 6, and 12 months after the initial cessation were 61%, 54%, and 50%, respectively. Smokers with high nicotine dependence scores or those who began participation 1 month after enrollment initiation had a lower abstinence rate at 3 months, but not at 6 and 12 months. Participants who succeeded at smoking cessation at 12 months were more likely to be older and have a longer smoking duration history. The financial incentives given to teams could be promising and effective to improve long-term rates of smoking cessation. This approach could use peer pressure and peer support in the workplace over a longer period.

Effectiveness and experiences of families and support workers participating in peer-led parenting support programs delivered as home visiting programs: a comprehensive systematic review.

PubMed

Munns, Ailsa; Watts, Robin; Hegney, Desley; Walker, Roz

2016-10-01

Designing child and family health services to meet the diverse needs of contemporary families is intended to minimize impacts of early disadvantage and subsequent lifelong health and social issues. Innovative programs to engage families with child and family support services have led to interest in the potential value of peer-led home visiting from parents in local communities. There is a range of benefits and challenges identified in a limited number of studies associated with home visiting peer support. The objective of the review is to identify: INCLUSION CRITERIA PARTICIPANTS: Families/parents with one or more children aged zero to four years, peer support workers and their supervisors. Peer-led home visiting parenting support programs that use volunteer or paraprofessional home visitors from the local community compared to standard community maternal-child care. The phenomenon of interest will be the relationships between participants in the program. Quantitative studies: randomized control trials (RCTs). Qualitative studies: grounded theory and qualitative descriptive studies. Parental attitudes and beliefs, coping skills and confidence in parenting, parental stress, compliance with child health checks/links with primary healthcare services, satisfaction with peer support and services and the nature of the relationship between parents and home visitors. The search strategy will include both published and unpublished studies. Seven journal databases and five other sources will be searched. Only studies published in the English language from 2000 to 2015 will be considered. Studies were assessed by two independent reviewers using standardized critical appraisal tools from the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI) and the Joanna Briggs Institute Qualitative Assessment and Review Instrument (JBI-QARI) as appropriate. Both quantitative and qualitative data were independently extracted by two reviewers using standardized data extraction tools from the JBI-MAStARI and the JBI-QARI, respectively, including qualitative and quantitative details about setting of interventions, phenomena of interest, participants, study methods and outcomes or findings. For quantitative findings, statistical pooling was not possible due to differences in interventions and outcome measures. Findings were presented in narrative form. Qualitative findings were aggregated into categories based on similarity of meaning from which synthesized findings were generated. Quantitative results from two RCTs demonstrated positive impacts of peer-led home visiting parent support programs including more positive parenting attitudes and beliefs, and more child preventative health care visits.Fifteen qualitative findings from two studies were aggregated into five categories from which two synthesized findings emerged. Parents and home visitors identified similar components as contributing to their program's success, these being quality of relationships between parents and home visitors with elements being mutual respect, trust and being valued within the partnership. In addition, home visitors identified importance of enabling strategies to develop relationships. They also needed supportive working environments with clinical staff and management. The current review indicates a positive impact of peer-led home visiting parent support programs, incorporating a framework of partnership between parents and home visitors, on mother-infant dyads. Positive changes in parenting attitudes and beliefs, and increased number of child preventative healthcare visits are supported by the quality of the relationship between parent and home visitor, and home visitors' working environments. The essential characteristics of an effective parent support program are strategies for relationship building between parents and home visitors; ongoing staff and home visitor education to enhance communication, collaboration and working in partnership; supervision by team leaders; and continuous quality improvement. The focus of further research should be on confirmatory studies using an action research methodology and the cost-effectiveness of these models.

Lessons Learned for Collaborative Clinical Content Development

PubMed Central

Collins, S.A.; Bavuso, K.; Zuccotti, G.; Rocha, R.A.

2013-01-01

Background Site-specific content configuration of vendor-based Electronic Health Records (EHRs) is a vital step in the development of standardized and interoperable content that can be used for clinical decision-support, reporting, care coordination, and information exchange. The multi-site, multi-stakeholder Acute Care Documentation (ACD) project at Partners Healthcare Systems (PHS) aimed to develop highly structured clinical content with adequate breadth and depth to meet the needs of all types of acute care clinicians at two academic medical centers. The Knowledge Management (KM) team at PHS led the informatics and knowledge management effort for the project. Objectives We aimed to evaluate the role, governance, and project management processes and resources for the KM team’s effort as part of the standardized clinical content creation. Methods We employed the Center for Disease Control’s six step Program Evaluation Framework to guide our evaluation steps. We administered a forty-four question, open-ended, semi-structured voluntary survey to gather focused, credible evidence from members of the KM team. Qualitative open-coding was performed to identify themes for lessons learned and concluding recommendations. Results Six surveys were completed. Qualitative data analysis informed five lessons learned and thirty specific recommendations associated with the lessons learned. The five lessons learned are: 1) Assess and meet knowledge needs and set expectations at the start of the project; 2) Define an accountable decision-making process; 3) Increase team meeting moderation skills; 4) Ensure adequate resources and competency training with online asynchronous collaboration tools; 5) Develop focused, goal-oriented teams and supportive, consultative service based teams. Conclusions Knowledge management requirements for the development of standardized clinical content within a vendor-based EHR among multi-stakeholder teams and sites include: 1) assessing and meeting informatics knowledge needs, 2) setting expectations and standardizing the process for decision-making, and 3) ensuring the availability of adequate resources and competency training. PMID:23874366

Michigan Health & Hospital Association Keystone Obstetrics: a statewide collaborative for perinatal patient safety in Michigan.

PubMed

Simpson, Kathleen Rice; Knox, G Eric; Martin, Morgan; George, Chris; Watson, Sam R

2011-12-01

Preventable harm to mothers and infants during labor and birth is a significant patient safety and professional liability issue. A Michigan Health & Hospital Association Keystone Center for Patient Safety & Quality Obstetric Collaborative Project involved perinatal teams from 15 Michigan hospitals during an 11-month period in 2009. The purpose of the project was to promote safe care practices during labor and birth using the Comprehensive Unit-based Safety Program (CUSP). Consistent with the CUSP model, this project's components included assessing and promoting a culture of safety; interdisciplinary team building; case review; learning from defects through multiple methods of education; team and individual coaching and peer encouragement; administrative support for the establishment of a fundamental safety infrastructure; and ongoing evaluation of care processes and outcomes. Study measures included 32 components of a perinatal patient infrastructure, 6 care processes during labor and birth, and 4 neonatal outcomes. Significant improvements were found in the safety culture (Safety Attitudes Questionnaire), the perinatal patient safety infrastructure components, and all care processes. Although the project was successful, getting buy-in from all members of the clinical team in each hospital for all of the measures was challenging at times. There was initial resistance to some of the measures and their various expected aspects of care. For example, some of the clinicians were initially reluctant to adopt the recommended standardized oxytocin protocol. Peer encouragement and unit-based feedback on progress in minimizing early elective births proved useful in many hospitals. A CUSP in obstetrics can be beneficial in improving the care of mothers and infants during labor and birth.

The impact of E-learning in medical education.

PubMed

Ruiz, Jorge G; Mintzer, Michael J; Leipzig, Rosanne M

2006-03-01

The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.

Equity by Design: Using Peer-Mediated Learning to Advance Equity for All Students

ERIC Educational Resources Information Center

Tan, Paulo; Macey, Erin M.; Thorius, Kathleen A. K.; Simon, Marsha

2013-01-01

The use of peer-mediated learning has emerged as a promising practice to transform the classroom experiences of both students with disabilities and their non-disabled peers. This brief summarizes the best practices for implementing peer-mediated learning and advocates situating peer-mediated learning in inclusive, interdependent learning…

Outcomes of Introducing Early Learners to Interprofessional Competencies in a Classroom Setting.

PubMed

Lockeman, Kelly S; Lanning, Sharon K; Dow, Alan W; Zorek, Joseph A; DiazGranados, Deborah; Ivey, Carole K; Soper, Shawne

2017-01-01

Although interprofessional practice is important for improving healthcare delivery, there is little evidence describing interprofessional education (IPE) outcomes beyond changes in attitudes and knowledge of prelicensure learners. More rigorous evaluation of early IPE is needed to determine its impact on teaching interprofessional collaborative practice and providing a solid foundation for applying collaborative skills in the clinical environment. First-year students (N = 679) in 7 health professions programs participated in a 4-session series focusing on professional roles and responsibilities, teams and teamwork, and the healthcare system. Interprofessional teams of 5-6 students, from at least 3 professions, were assembled for the duration of the series and created a team charter during their first session to guide their work. Each subsequent session included a brief lecture and interactive exercises. Faculty facilitators from the participating programs provided support to students during the sessions. As a culminating project, each team created a short video depicting a barrier to interprofessional collaboration. Students evaluated the performance of their team members using a web-based peer assessment survey. A course evaluation with an embedded validated attitudinal scale was used to assess changes in student perceptions about IPE. A sample of videos were also scored by 2 faculty using a rubric linked to course expectations. This educational offering took place on the health sciences campus of a large, mid-Atlantic research university with more than 3,200 clinical learners in schools of allied health professions, dentistry, medicine, nursing, and pharmacy. It was the first interprofessional activity for most of the learners. There were 555 students who participated in some or all of the sessions. Comments indicated that students enjoyed interacting with their peers and prefer activities allowing them to apply content to their profession over lectures. The assessment measures revealed a disconnect between student ratings targeting interprofessional socialization and faculty ratings targeting the products of their teamwork. Although students provided positive feedback to their teammates through peer assessment, and the attitudinal scale showed a small but significant increase in positive attitudes toward IPE, the videos they created did not demonstrate a deep understanding of barriers to interprofessional practice. This large-scale IPE activity for early learners supported progress toward interprofessional socialization, but student learning was inconsistently demonstrated in teamwork products. Course planners should augment self- and peer-reported interprofessional socialization measures with faculty-generated behavioral outcome assessments. Such triangulation produces a more robust data set to inform decisions about curricular revisions and development.

Promoting Residential Renewable Energy via Peer-to-Peer Learning

ERIC Educational Resources Information Center

Heiskanen, Eva; Nissilä, Heli; Tainio, Pasi

2017-01-01

Peer-to-peer learning is gaining increasing attention in nonformal community-based environmental education. This article evaluates a novel modification of a concept for peer-to-peer learning about residential energy solutions (Open Homes). We organized collective "Energy Walks" visiting several homes with novel energy solutions and…

Peer Learning Network: Implementing and Sustaining Cooperative Learning by Teacher Collaboration

ERIC Educational Resources Information Center

Miquel, Ester; Duran, David

2017-01-01

This article describes an in-service teachers', staff-development model "Peer Learning Network" and presents results about its efficiency. "Peer Learning Network" promotes three levels of peer learning simultaneously (among pupils, teachers, and schools). It supports pairs of teachers from several schools, who are linked…

Feasibility of utilizing an all-volunteer workforce as a disruptive innovation for the US obesity epidemic

PubMed Central

Kraschnewski, Jennifer L.; Hwang, Kevin O.; George, Daniel R.; Lehman, Erik B.; Sciamanna, Christopher N.

2014-01-01

Objectives As the prevalence of obesity in US adults continues to increase, addressing weight control will require an effective, lower-cost intervention. A model for delivering free peer-to-peer counseling has the potential to create a paradigm shift in the way weight and other chronic illnesses are addressed in the US. The objective of this study is to understand the potential for utilizing successful peer volunteers as counselors in weight control programs and as a possible intervention strategy to address the global obesity epidemic in a cost-effective manner. Study Design This cross-sectional study surveyed a nationwide panel of US adults (n=806) in 2010. Methods We created survey items to identify participant interest in three specific types of weight control programs; a free program led by successful peers, a paid program led by successful peers and a program led by trained paid professionals. Statistical analysis was conducted in 2011. Logistic regression was used to adjust for the effect of potential confounders on participant interest in different weight control programs and willingness to volunteer. Results More than three times as many subjects (27.4% v. 8.3%) were interested in the free peer-led program versus the expert-led paid option. Of participants who had ever had successful weight loss, 15% were interested in volunteering to help others lose weight. Conclusions Individuals appear to be willing to both attend and conduct peer volunteer-led weight control groups. Further research is necessary to develop and test interventions to assess the effectiveness of such interventions. PMID:25263838

Evaluation of internal peer-review to train nurses recruiting to a randomized controlled trial--Internal Peer-review for Recruitment Training in Trials (InterPReTiT).

PubMed

Mann, Cindy; Delgado, Debbie; Horwood, Jeremy

2014-04-01

A discussion and qualitative evaluation of the use of peer-review to train nurses and optimize recruitment practice in a randomized controlled trial. Sound recruitment processes are critical to the success of randomized controlled trials. Nurses recruiting to trials must obtain consent for an intervention that is administered for reasons other than anticipated benefit to the patient. This requires not only patients' acquiescence but also evidence that they have weighed the relevant information in reaching their decision. How trial information is explained is vital, but communication and training can be inadequate. A discussion of a new process to train nurses recruiting to a randomized controlled trial. Literature from 1999-2013 about consenting to trials is included. Over 3 months from 2009-2010, recruiting nurses reviewed recruitment interviews recorded during the pilot phase of a single-site randomized controlled trial and noted content, communication style and interactions. They discussed their findings during peer-review meetings, which were audio-recorded and analysed using qualitative methodology. Peer-review can enhance nurses' training in trial recruitment procedures by supporting development of the necessary communication skills, facilitating consistency in information provision and sharing best practice. Nurse-led peer-review can provide a forum to share communication strategies that will elicit and address participant concerns and obtain evidence of participant understanding prior to consent. Comparing practice can improve consistency and accuracy of trial information and facilitate identification of recruitment issues. Internal peer-review was well accepted and promoted team cohesion. Further evaluation is needed. © 2013 John Wiley & Sons Ltd.

Supporting recovery by improving patient engagement in a forensic mental health hospital: results from a demonstration project.

PubMed

Livingston, James D; Nijdam-Jones, Alicia; Lapsley, Sara; Calderwood, Colleen; Brink, Johann

2013-01-01

Mental health services are shifting toward approaches that promote patients' choices and acknowledge the value of their lived experiences. To support patients' recovery and improve their experiences of care in a Canadian forensic mental health hospital, an intervention was launched to increase patient engagement by establishing a peer support program, strengthening a patient advisory committee, and creating a patient-led research team. The effect of the intervention on patient- and system-level outcomes was studied using a naturalistic, prospective, longitudinal approach. Quantitative and qualitative data were gathered from inpatients and service providers twice during the 19-month intervention. Despite succeeding in supporting patients' participation, the intervention had minimal impacts on internalized stigma, personal recovery, personal empowerment, service engagement, therapeutic milieu, and the recovery orientation of services. Peer support demonstrated positive effects on internalized stigma and personal recovery. Strengthening patient engagement contributes toward improving experiences of care in a forensic hospital, but it may have limited effects on outcomes.

South Carolina Department of Transportation research peer exchange, November 8-10, 2010.

DOT National Transportation Integrated Search

2010-11-01

The South Carolina Department of Transportation (SCDOT) hosted a peer exchange of its : research program November 8-10, 2010. The peer exchange was held on the Clemson : University campus in Clemson, SC. The peer exchange team included representative...

South Carolina Department of Transportation research peer exchange, October 17-19, 2006.

DOT National Transportation Integrated Search

2006-10-01

The South Carolina Department of Transportation (SCDOT) hosted a peer exchange of its : research program October 17-19, 2006. The peer exchange was held on the Clemson University : campus in Clemson, SC. The peer exchange team included representative...

Pupil-led sex education in England (RIPPLE study): cluster-randomised intervention trial.

PubMed

Stephenson, J M; Strange, V; Forrest, S; Oakley, A; Copas, A; Allen, E; Babiker, A; Black, S; Ali, M; Monteiro, H; Johnson, A M

Improvement of sex education in schools is a key part of the UK government's strategy to reduce teenage pregnancy in England. We examined the effectiveness of one form of peer-led sex education in a school-based randomised trial of over 8000 pupils. 29 schools were randomised to either peer-led sex education (intervention) or to continue their usual teacher-led sex education (control). In intervention schools, peer educators aged 16-17 years delivered three sessions of sex education to 13-14 year-old pupils from the same schools. Primary outcome was unprotected (without condom) first heterosexual intercourse by age 16 years. Analysis was by intention to treat. By age 16 years, significantly fewer girls reported intercourse in the peer-led arm than in the control arm, but proportions were similar for boys. The proportions of pupils reporting unprotected first sex did not differ for girls (8.4% intervention vs 8.3% control) or for boys (6.2% vs 4.7%). Stratified estimates of the difference between arms were -0.4% (95% CI -3.7% to 2.8%, p=0.79) for girls and -1.4% (-4.4% to 1.6%, p=0.36) for boys. At follow-up (mean age 16.0 years [SD 0.32]), girls in the intervention arm reported fewer unintended pregnancies, although the difference was borderline (2.3% vs 3.3%, p=0.07). Girls and boys were more satisfied with peer-led than teacher-led sex education, but 57% of girls and 32% of boys wanted sex education in single-sex groups. Peer-led sex education was effective in some ways, but broader strategies are needed to improve young people's sexual health. The role of single-sex sessions should be investigated further.

Exploring nursing students’ experience of peer learning in clinical practice

PubMed Central

Ravanipour, Maryam; Bahreini, Masoud; Ravanipour, Masoumeh

2015-01-01

Background: Peer learning is an educational process wherein someone of the same age or level of experience level interacts with other students interested in the same topic. There is limited evidence specifically focusing on the practical use of peer learning in Iran. The aim of this study was to explore nursing students’ experiences of peer learning in clinical practice. Materials and Methods: A qualitative content analysis was conducted. Focus groups were used to find the students’ experiences about peerlearning. Twenty-eight baccalaureate nursing students at Bushehr University of Medical Sciences were selected purposively, and were arranged in four groups of seven students each. The focus group interviews were conducted using a semi-structured interview schedule. All interviews were tape-recorded, transcribed verbatim, and analyzed using conventional content analysis method. Results: The analysis identified four themes: Paradoxical dualism, peer exploitation, first learning efficacy, and socialization practice. Gained advantages and perceived disadvantages created paradoxical dualism, and peer exploitation resulted from peer selection and peer training. Conclusion: Nursing students reported general satisfaction concerning peer learning due to much more in-depth learning with little stress than conventional learning methods. Peer learning is a useful method for nursing students for practicing educational leadership and learning the clinical skills before they get a job. PMID:26097860

A multicentre randomised controlled trial of reciprocal lung cancer peer review and supported quality improvement: results from the improving lung cancer outcomes project

PubMed Central

Russell, G K; Jimenez, S; Martin, L; Stanley, R; Peake, M D; Woolhouse, I

2014-01-01

Background: Results from the National Lung Cancer Audit demonstrate unexplained variation in outcomes. Peer review with supported quality improvement has been shown to reduce variation in other areas of health care but has not been formally tested in cancer multidisciplinary teams. The aim of the current study is to assess the impact of reciprocal peer-to-peer review visits with supported quality improvement and collaborative working on lung cancer process and outcome measures. Methods: English lung cancer teams were randomised to usual care or facilitated reciprocal peer review visits followed by 12 months of supported quality improvement. The primary outcome was change in the following national audit indicators; mulitdisciplinary team discussion, histological confirmation, active treatment, surgical resection, small-cell chemotherapy and specialist nurse review. Patient experience was measured using a new lung cancer patient questionnaire in the intervention group. Results: Thirty teams (31 trusts) entered the intervention group and 29 of these submitted a total of 67 quality improvement plans. Active treatment increased in the intervention group (n=31) by 5.2% compared with 1.2% in the control group (n=48, mean difference 4.1%, 95% CI −0.1 to 8.2%, P=0.055). The remaining audit indicators improved similarly in all groups. Mean patient experience scores in the intervention group did not change significantly during the study but a significant improvement was seen in the scores for the five teams with the worst baseline scores (0.86 to 0.22, P<0.001). Conclusions: Reciprocal peer review with supported quality improvement was feasible and effective in stimulating quality improvement activity but resulted in only modest improvements in lung cancer treatment rates and patient experience. PMID:24651386

Peer Tutoring Effects on Omani Students' English Self-Concept

ERIC Educational Resources Information Center

Alrajhi, Marwa N.; Aldhafri, Said S.

2015-01-01

Based on the social cognitive learning theory (1997), peer learning can be viewed as an effective way of enhancing learning. In this study, peer tutoring, a form of peer learning, was examined. The current study investigated the influence of a peer tutoring program implemented at Sultan Qaboos University on students' English self-concept. 125…

Peer learning a pedagogical approach to enhance online learning: A qualitative exploration.

PubMed

Raymond, Anita; Jacob, Elisabeth; Jacob, Darren; Lyons, Judith

2016-09-01

Flexible online programs are becoming increasingly popular method of education for students, allowing them to complete programs in their own time and cater for lifestyle differences. A mixture of delivery modes is one way which allows for enhanced learning. Peer learning is another method of learning which is shown to foster collaboration and prepare healthcare students for their future careers. This paper reports on a project to combine peer and online learning to teach pharmacology to nursing students. To explore undergraduate nursing student opinions of working in peer groups for online learning sessions in a pharmacology course. A qualitative study utilising a self-reported questionnaire. A rural campus of an Australian university. Second year nursing students enrolled in a Bachelor of Nursing Program. A hard copy questionnaire was distributed to all students who attended the final semester lecture for the course. Content analysis of open-ended survey questions was used to identify themes in the written data. Of the 61 students enrolled in the nursing subject, 35 students chose to complete the survey (57%). Students reported a mixed view of the benefits and disadvantages of peer online learning. Sixty 6% (66%) of students liked peer online learning, whilst 29% disliked it and 6% were undecided. Convenience and ease of completion were reported as the most common reason to like peer online learning, whilst Information Technology issues, communication and non-preferred learning method were reasons for not liking peer online learning. Peer online learning groups' acted as one further method to facilitate student learning experiences. Blending peer online learning with traditional face-to-face learning increases the variety of learning methods available to students to enhance their overall learning experience. Copyright © 2016 Elsevier Ltd. All rights reserved.

Building National Capacity for Climate Change Interpretation: The Role of Leaders, Partnerships, and Networks

NASA Astrophysics Data System (ADS)

Spitzer, W.

2015-12-01

Since 2007, the New England Aquarium has led a national effort to increase the capacity of informal science venues to effectively communicate about climate change. We are now leading the NSF-funded National Network for Ocean and Climate Change Interpretation (NNOCCI), partnering with the Association of Zoos and Aquariums, FrameWorks Institute, Woods Hole Oceanographic Institution, Monterey Bay Aquarium, and National Aquarium, with evaluation conducted by the New Knowledge Organization, Pennsylvania State University, and Ohio State University. NNOCCI enables teams of informal science interpreters across the country to serve as "communication strategists" - beyond merely conveying information they can influence public perceptions, given their high level of commitment, knowledge, public trust, social networks, and visitor contact. We provide in-depth training as well as an alumni network for ongoing learning, implementation support, leadership development, and coalition building. Our goals are to achieve a systemic national impact, embed our work within multiple ongoing regional and national climate change education networks, and leave an enduring legacy. Our project represents a cross-disciplinary partnership among climate scientists, social and cognitive scientists, and informal education practitioners. We have built a growing national network of more than 250 alumni, including approximately 15-20 peer leaders who co-lead both in-depth training programs and introductory workshops. We have found that this alumni network has been assuming increasing importance in providing for ongoing learning, support for implementation, leadership development, and coalition building. As we look toward the future, we are exploring potential partnerships with other existing networks, both to sustain our impact and to expand our reach. This presentation will address what we have learned in terms of network impacts, best practices, factors for success, and future directions.

Development and Evaluation of Innovative Peer-Led Physical Activity Programs for Mental Health Service Users

PubMed Central

Graham, Candida R.; Larstone, Roseann; Griffiths, Brenda; de Leeuw, Sarah; Anderson, Lesley; Powell-Hellyer, Stephanie; Long, Nansi

2017-01-01

Abstract Mental health service users (MHSUs) have elevated rates of cardiometabolic disturbance. Improvements occur with physical activity (PA) programs. We report the development and evaluation of three innovative peer-developed and peer-led PA programs: 1) walking; 2) fitness; and 3) yoga. Qualitative evaluation with 33 MHSUs in British Columbia, Canada, occurred. These programs yielded improvements for participants, highlighted by powerful narratives of health improvement, and improved social connections. The feasibility and acceptability of innovative peer-developed and peer-led programs were shown. Analyses revealed concepts related to engagement and change. Relating core categories, we theorize effective engagement of MHSUs requires accessibility on three levels (geographic, cost, and program flexibility) and health behavior change occurs within co-constituent relationships (to self, to peers, and to the wider community). This study highlights the benefits of peer involvement in developing and implementing PA programs and provides a theoretical framework of understanding engagement and behavior change in health programs for MHSUs. PMID:28953007

Strengthening STEM performance and persistence: Influence of undergraduate teaching assistants on entry-level STEM students

NASA Astrophysics Data System (ADS)

Philipp, Stephanie B.

Increasing retention of students in science, technology, engineering, or mathematics (STEM) programs of study is a priority for many colleges and universities. This study examines an undergraduate teaching assistant (UTA) program implemented in a general chemistry course for STEM majors to provide peer learning assistance to entrylevel students. This study measured the content knowledge growth of UTAs compared to traditional graduate teaching assistants (GTAs) over the semester, and described the development of peer learning assistance skills of the UTAs as an outcome of semesterlong training and support from both science education and STEM faculty. Impact of the UTA program on final exam grades, persistence of students to enroll in the next chemistry course required by their intended major, and STEM identity of students were estimated. The study sample comprised 284 students in 14 general chemistry recitation sections led by six UTAs and 310 students in 15 general chemistry recitation sections led by three traditional GTAs for comparison. Results suggested that both UTAs and GTAs made significant learning gains in general chemistry content knowledge, and there was no significant difference in content knowledge between UTA and GTA groups. Student evaluations, researcher observations, and chemistry faculty comments confirm UTAs were using the learning strategies discussed in the semester-long training program. UTA-led students rated their TAs significantly higher in teaching quality and student care and encouragement, which correlated with stronger STEM recognition by those students. The results of hierarchical linear model (HLM) analysis showed little variance in final exam grades explained by section-level variables; most variance was explained by student-level variables: mathematics ACT score, college GPA, and intention to enroll in the next general chemistry course. Students having higher college GPAs were helped more by having a UTA. Results from logistic regression of persistence outcome variable showed that students are three times more likely to persist to CHEM 202 if they had a UTA in CHEM 201. Other positive predictors of retention included having strong college grades, and having strong ACT math scores. Coupled with HLM analysis result that UTAs were more effective at helping students with higher college GPAs achieve higher grades, the stronger persistence of UTA-led students showed that the UTA program is an effective program for retention of introductory-level students in STEM majors.

The Thrill of Data Discovery: "Aha" Moment Helps Forge Bonds that Lead to Teamwork, a Literacy Initiative, and Higher Scores

ERIC Educational Resources Information Center

Repetti, Dawn M.

2004-01-01

When teachers at Madison Elementary School in Wauwatosa, Wisconsin attended a class to examine test data, they started a change process that led the whole school to learn differently--from teachers to students. This article discusses on how whole-faculty study teams have created stronger professional connections and collaboration between teachers…

A Team Approach to Training Early Intervention and Preschool Personnel in Speech-Language Pathology, 1998-2000. Final Report.

ERIC Educational Resources Information Center

San Jose State Univ., CA.

This final report discusses the activities and outcomes of a project designed to train specialists to work collaboratively across settings to improve the outcomes of young children with language and learning disabilities. It provided education for trainees that led to a Masters degree in speech-language pathology with a specialty in early…

Interprofessional clinical education for occupational therapy and psychology students: a social skills training program for children with autism spectrum disorders.

PubMed

Howell, Dana M; Wittman, Peggy; Bundy, Myra Beth

2012-01-01

An interprofessional clinical learning experience was developed for pre-licensure occupational therapy (OT) and psychology graduate students. Students worked in interprofessional teams to plan and implement a social skills training program for children with autism spectrum disorders (ASD). The objectives were to provide a hands-on, student-led clinical experience; facilitate interprofessional collaborative learning through leadership partnerships and teach children with ASD to engage in appropriate social skill behaviors. Concurrently, faculty performed qualitative research to explore how the students worked together to provide intervention to the children. Data were collected via interview, direct observation of student planning sessions and student interprofessional interactions, and collection of posts from an online social network site used for session planning. There were six student participants and two faculty participants. Four themes emerged: learning who I am as a professional, learning to appreciate our professional differences, learning to communicate with each other and figuring it out, for the benefit of the kids. This interprofessional clinical learning experience and research helps ensure that students are adequately prepared to represent their profession as part of a diverse interprofessional health care team.

Evaluation of a peer-led drug abuse risk reduction project for runaway/homeless youths.

PubMed

Fors, S W; Jarvis, S

1995-01-01

The purpose of this study was to evaluate the Drug Prevention in Youth risk reduction program that was implemented in shelters for runaway/homeless youths in the Southeastern United States. The program focuses on knowledge, attitudes and skills that can help this group of high risk young people minimize the serious negative consequences of drug abuse. An evaluation strategy was developed so comparisons could be made between peer-led, adult-led and non-intervention groups. Dependent samples t tests and least squares ANCOVAS were used to measure pretest-posttest differences both within and between groups. Results indicate that the peer-led groups were more successful than the other two groups, and that program effects were the most powerful with the youngest group of shelter clients. Process evaluation revealed important factors related to group leader training and group management. It is concluded that well-trained and motivated peer/near peer leaders have particularly valuable contributions to make with regard to drug abuse risk reduction for shelter clients.

Training community health promoters to implement diabetes self-management support programs for urban minority adults.

PubMed

Comellas, Mariceli; Walker, Elizabeth A; Movsas, Sharon; Merkin, Sheryl; Zonszein, Joel; Strelnick, Hal

2010-01-01

To develop, implement, and evaluate a peer-led diabetes self-management support program in English and Spanish for a diverse, urban, low-income population. The program goals and objectives were to improve diabetes self-management behaviors, especially becoming more physically active, healthier eating, medication adherence, problem solving, and goal setting. After a new training program for peers led by a certified diabetes educator (CDE) was implemented with 5 individuals, this pilot evaluation study was conducted in 2 community settings in the East and South Bronx. Seventeen adults with diabetes participated in the new peer-led 5-session program. Survey data were collected pre- and postintervention on diabetes self-care activities, quality of well-being, and number of steps using a pedometer. This pilot study established the acceptance and feasibility of both the peer training program and the community-based, peer-led program for underserved, minority adults with diabetes. Significant improvements were found in several physical activity and nutrition activities, with a modest improvement in well-being. Feedback from both peer facilitators and participants indicated that a longer program, but with the same educational materials, was desirable. To reduce health disparities in urban communities, it is essential to continue program evaluation of the critical elements of peer-led programs for multiethnic adults with diabetes to promote self-management support in a cost-effective and culturally appropriate manner. Practice Implications A diabetes self-management support program can be successfully implemented in the community by peers, within a model including remote supervision by a CDE.

The Feasibility of a Novel School Peer-Led Mentoring Model to Improve the Physical Activity Levels and Sedentary Time of Adolescent Girls: The Girls Peer Activity (G-PACT) Project.

PubMed

Owen, Michael B; Kerner, Charlotte; Taylor, Sarah L; Noonan, Robert J; Newson, Lisa; Kosteli, Maria-Christina; Curry, Whitney B; Fairclough, Stuart J

2018-05-31

Regular physical activity (PA) is associated with numerous physical and psychological health benefits. Adolescents, specifically girls, are at risk of physical inactivity. To date, there is limited research on PA interventions involving peers, which could encourage more adolescent girls to engage in PA. The investigation aimed to evaluate the feasibility of a novel school three-tier peer-led mentoring model designed to improve PA levels and reduce sedentary time (ST) of adolescent girls. Two-hundred and forty-nine Year 9 adolescent girls (13⁻15 years old) from three UK secondary schools were invited to participate in a peer-led mentoring intervention (Girls Peer Activity (G-PACT) project). The peer-led mentoring model was delivered in all three schools. Two of the schools received an additional after-school PA component. PA and ST were assessed through wrist-worn accelerometry. Girls who received an exercise class after-school component significantly increased their whole day moderate-to-vigorous PA (MVPA) (3.2 min, p = 0.009, d = 0.33). Girls who received no after-school component significantly decreased their MVPA (3.5 min, p = 0.016, d = 0.36) and increased their ST (17.2 min, p = 0.006, d = 0.43). The G-PACT intervention demonstrated feasibility of recruitment and data collection procedures for adolescent girls. The peer-led mentoring model shows promise for impacting girls' MVPA levels when combined with an after-school club PA opportunity.

Peer Learning in Instrumental Practicing

PubMed Central

Nielsen, Siw G.; Johansen, Guro G.; Jørgensen, Harald

2018-01-01

In higher music education (HME), the notion of “private teaching, private learning” has a long tradition, where the learning part rests on the student's individual practicing between instrumental lessons. However, recent research suggests that collaborative learning among peers is beneficial in several aspects, such as sense of belonging, motivation and self-efficacy. This is consistent with the concept of vicarious learning. In this study, we conducted a survey among bachelor music students in church music, performance or music education programs enrolled in a music academy (N = 96), where parts of the questionnaire addressed peer learning and peer's influence on the students's instrumental practicing, and the degree of satisfaction with their practicing. These issues were seen in relation to gender, musical genre and study program. Overall, the students reported engaging in peer learning related to their instrumental practicing, to various degrees. This involved discussing practicing matters with peers, and practicing together with peers. However, student's reports of their views on peer learning, show that they perceive it more beneficial than the amount of time reported doing it would indicate. No significant gender differences were found, but students within improvised music/jazz engaged the most in peer learning, and church music students the least. Neither the degree of engaging in peer learning nor reported influence from peers correlated significantly with the degree of satisfaction. We discuss whether a general dissatisfaction is caused by being in a competitive learning environment combined with a privatized culture for learning. Finally, we suggest that collaborative forums for instrumental practicing within HME institutions can function as constructive and supportive arenas to enhance students learning and inner motivation. PMID:29599738

Continuing education to go: capacity building in psychotherapies for front-line mental health workers in underserviced communities.

PubMed

Ravitz, Paula; Cooke, Robert G; Mitchell, Scott; Reeves, Scott; Teshima, John; Lokuge, Bhadra; Lawson, Andrea; McNaughton, Nancy; Skinner, Wayne; Cooper, Carolynne; Fefergrad, Mark; Zaretsky, Ari

2013-06-01

To address the gaps between need and access, and between treatment guidelines and their implementation for mental illness, through capacity building of front-line health workers. Following a learning needs assessment, work-based continuing education courses in evidence-supported psychotherapies were developed for front-line workers in underserviced community settings. The 5-hour courses on the fundamentals of cognitive-behavioural therapy, interpersonal psychotherapy, motivational interviewing, and dialectical behaviour therapy each included videotaped captioned simulations, interactive lesson plans, and clinical practice behaviour reminders. Two courses, sequentially offered in 7 underserviced settings, were subjected to a mixed methods evaluation. Ninety-three nonmedical front-line workers enrolled in the program. Repeated measures analysis of variance was used to assess pre- and postintervention changes in knowledge and self-efficacy. Qualitative data from 5 semistructured focus groups with 25 participants were also analyzed. Significant pre- and postintervention changes in knowledge (P < 0.001) were found in course completers. Counselling self-efficacy improved in participants who took the first course offered (P = 0.001). Dropouts were much less frequent in peer-led, small-group learning than in a self-directed format. Qualitative analysis revealed improved confidence, morale, self-reported practice behaviour changes, and increased comfort in working with difficult clients. This work-based, multimodal, interactive, interprofessional curriculum for knowledge translation of psychotherapeutic techniques is feasible and helpful. A peer-led group format is preferred over self-directed learning. Its application can build capacity of front-line health workers in helping patients who suffer from common mental disorders.

Mental health nurses and mental health peer workers: Self-perceptions of role-related clinical competences.

PubMed

Debyser, Bart; Duprez, Veerle; Beeckman, Dimitri; Vandewalle, Joeri; Van Hecke, Ann; Deproost, Eddy; Verhaeghe, Sofie

2018-06-01

In a mental healthcare that embraces a recovery-oriented practice, the employment of mental health peer workers is encouraged. Although peer workers are increasingly working together with nurses, there is a lack of research that explores how nurses and peer workers perceive their role-related competences in clinical practice. The aim of this study was to clarify and understand these self-perceptions in order to identify the specificity and potential complementarity of both roles. This insight is needed to underpin a successful partnership between both vocations. A qualitative descriptive research design based on principles of critical incident methodology was used. Twelve nurses and eight peer workers from different mental healthcare organizations participated. A total of 132 reported cases were analysed. Rigour was achieved through thick description, audit trail, investigator triangulation and peer review. Nurses relate their role-related competences predominantly with being compliant with instructions, being a team player and ensuring security and control. Peer workers relate their role-related competences with being able to maintain themselves as a peer worker, building up a relationship that is supportive for both the patient and themselves, and to utilize their lived experience. Both nurses and peer workers assign a major role to the team in determining their satisfaction with their competences. Consequently, what is perceived as important for the team appears to overshadow their self-assessment of competences. The findings highlighted the importance of paying more attention to identity construction, empowerment and role competence development of nurses and peer workers in their respective education and ongoing training. © 2017 Australian College of Mental Health Nurses Inc.

Medical students can teach communication skills - a mixed methods study of cross-year peer tutoring.

PubMed

Nomura, Osamu; Onishi, Hirotaka; Kato, Hiroyuki

2017-06-15

Cross-year peer tutoring (CYPT) of medical students is recognized as an effective learning tool. The aim of this study is to investigate the non-inferiority of the objective outcome of medical interview training with CYPT compared with the results of faculty-led training (FLT), and to explore qualitatively the educational benefits of CYPT. We conducted a convergent mixed methods study including a randomized controlled non-inferiority trial and two focus groups. For the CYPT group, teaching was led by six student tutors from year 5. In the FLT group, students were taught by six physicians. Focus groups for student learners (four tutees) and student teachers (six tutors) were conducted following the training session. One hundred sixteen students agreed to participate. The OSCE scores of the CYPT group and FLT group were 91.4 and 91.2, respectively. The difference in the mean score was 0.2 with a 95% CI of -1.8 to 2.2 within the predetermined non-inferiority margin of 3.0. By analyzing the focus groups, we extracted 13 subordinate concepts and formed three categories including 'Benefits of CYPT', 'Reflections of tutees and tutors' and 'Comparison with faculty', which affected the interactions among tutees, tutors, and faculty. CYPT is effective for teaching communication skills to medical students and for enhancing reflective learning among both tutors and tutees.

What Students Think and Do in Classroom Teams When Peer Evaluations Are Highly Consequential: A Two-Stage Study

ERIC Educational Resources Information Center

Jassawalla, Avan R.; Sashittal, Hemant C.

2017-01-01

The article presents findings from a two-stage study that examined student perceptions of peer evaluations (PEs) conducted in undergraduate business classroom teams. In stage 1, we used qualitative research to identify constructs focal in students' PE-related cognitive schemas and developed grounded measurement scales and hypotheses about their…

Cleanroom Software Engineering Reference Model. Version 1.0.

DTIC Science & Technology

1996-11-01

teams. It also serves as a baseline for continued evolution of Cleanroom practice. The scope of the CRM is software management , specification...addition to project staff, participants include management , peer organization representatives, and customer representatives as appropriate for...2 Review the status of the process with management , the project team, peer groups, and the customer . These verification activities include

Healthy Buddies: a novel, peer-led health promotion program for the prevention of obesity and eating disorders in children in elementary school.

PubMed

Stock, Suzanne; Miranda, Charmaine; Evans, Stacey; Plessis, Suzanne; Ridley, Julia; Yeh, Sophia; Chanoine, Jean-Pierre

2007-10-01

We designed and tested a novel health promotion program for elementary schools that was based on peer teaching from older to younger schoolchildren ("Healthy Buddies"). This prospective pilot study compared the effect of our program (2-3 hours/week, 21 weeks) in 2 Canadian elementary schools (intervention: n = 232 children, the whole school implementing the program; control: n = 151). Older students (4th through 7th grade) were given direct instruction from 1 intervention teacher and were paired with younger students (kindergarten through 3rd grade) for the whole school year. Students in 4th through 7th grade then acted as teachers for their younger "buddies." All lessons included 3 components of healthy living: nutrition, physical activity, and healthy body image. The students first learned how to be positive buddies and learned the 3 components of a healthy life. Thereafter, they learned how to overcome challenges to living a healthy life. Outcome measures (intervention and control schools at the beginning and end of the school year) included validated questionnaires that assessed healthy-living knowledge, behavior and attitude, a 9-minute fitness run, self-competence, body satisfaction, disordered eating symptoms, and anthropometry (BMI, blood pressure, and heart rate). Compared with control students, both older and younger intervention students showed an increase in healthy-living knowledge, behavior, and attitude scores and a smaller increase in systolic blood pressure. BMI and weight increased less in the intervention students in 4th through 7th grade and height more in the intervention students in kindergarten through 3rd grade. Our student-led curriculum improved knowledge not only in older schoolchildren but also in their younger buddies. It also decreased weight velocity in the older students. Student-led teaching may be an efficient, easy-to-implement way of promoting a healthy lifestyle from kindergarten to 7th grade.

A Study of Technical Engineering Peer Reviews at NASA

NASA Technical Reports Server (NTRS)

Chao, Lawrence P.; Tumer, Irem Y.; Bell, David G.

2003-01-01

This report describes the state of practices of design reviews at NASA and research into what can be done to improve peer review practices. There are many types of reviews at NASA: required and not, formalized and informal, programmatic and technical. Standing project formal reviews such as the Preliminary Design Review and Critical Design Review are a required part of every project and mission development. However, the technical, engineering peer reviews that support teams' work on such projects are informal, some times ad hoc, and inconsistent across the organization. The goal of this work is to identify best practices and lessons learned from NASA's experience, supported by academic research and methodologies to ultimately improve the process. This research has determined that the organization, composition, scope, and approach of the reviews impact their success. Failure Modes and Effects Analysis (FMEA) can identify key areas of concern before or in the reviews. Product definition tools like the Project Priority Matrix, engineering-focused Customer Value Chain Analysis (CVCA), and project or system-based Quality Function Deployment (QFD) help prioritize resources in reviews. The use of information technology and structured design methodologies can strengthen the engineering peer review process to help NASA work towards error-proofing the design process.

Peer Learning Strategies: Acknowledging Lecturers' Concerns of the Student Learning Assistant Scheme on a New Higher Education Campus

ERIC Educational Resources Information Center

Kodabux, Adeelah; Hoolash, Bheshaj Kumar Ashley

2015-01-01

The Student Learning Assistant (SLA) scheme was introduced in 2010 at Middlesex University Mauritius Branch Campus (MUMBC). The scheme is similar to traditional peer learning strategies, such as Peer Assisted Learning (PAL) and Peer Assisted Study Sessions (PASS), which are widely operated in higher education environments to motivate student…

Undergraduates achieve learning gains in plant genetics through peer teaching of secondary students.

PubMed

Chrispeels, H E; Klosterman, M L; Martin, J B; Lundy, S R; Watkins, J M; Gibson, C L; Muday, G K

2014-01-01

This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non-majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole-cular biology techniques not included in the MS curriculum. We measured undergraduates' learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates' content knowledge, even for non-science major students. © 2014 H. E. Chrispeels et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A new quality assurance package for hospital palliative care teams: the Trent Hospice Audit Group model.

PubMed

Hunt, J; Keeley, V L; Cobb, M; Ahmedzai, S H

2004-07-19

Cancer patients in hospitals are increasingly cared for jointly by palliative care teams, as well as oncologists and surgeons. There has been a considerable growth in the number and range of hospital palliative care teams (HPCTs) in the United Kingdom. HPCTs can include specialist doctors and nurses, social workers, chaplains, allied health professionals and pharmacists. Some teams work closely with existing cancer multidisciplinary teams (MDTs) while others are less well integrated. Quality assurance and clinical governance requirements have an impact on the monitoring of such teams, but so far there is no standardised way of measuring the amount and quality of HPCTs' workload. Trent Hospice Audit Group (THAG) is a multiprofessional research group, which has been developing standards and audit tools for palliative care since the 1990s. These follow a format of structure-process-outcome for standards and measures. We describe a collaborative programme of work with HPCTs that has led to a new set of standards and audit tools. Nine HPCTs participated in three rounds of consultation, piloting and modification of standard statements and tools. The final pack of HPCT quality assurance tools covers: policies and documentation; medical notes review; questionnaires for ward-based staff. The tools measure the HPCT workload and casemix; the views of ward-based staff on the supportive role of the HPCT and the effectiveness of HPCT education programmes, particularly in changing practice. The THAG HPCT quality assurance pack is now available for use in cancer peer review.

Research management peer exchange hosted by the Oregon Department of Transportation, October 25-29, 2004.

DOT National Transportation Integrated Search

2004-10-01

The team began this peer exchange with a review of the previous Oregon Peer Exchange conducted in : August, 2001. : The primary focus of the current peer exchange at Oregon DOT is Research Implementation: However, : many other aspects of the research...

Peer Development of Undergraduate Astronomers and Physicists at the University of Wisconsin - Madison

NASA Astrophysics Data System (ADS)

Abler, Melissa; UW-Madison, Physics Club of

2014-01-01

The physics club at the University of Wisconsin - Madison is actively engaged in many peer-led activities that foster development of career-oriented skills. Peer mentoring through drop-in tutoring provides peer support to promote retention in the astronomy and physics majors, as well as developing valuable teaching and communication strategies. The physics club is also heavily involved in outreach and education through demonstrations on campus, strengthening student connections to and aiding in retention of classroom information. Public demonstrations also develop valuable communication skills which will be required as a professional. Application-oriented development of students is further enhanced by semiannual visits to research facilities in the surrounding area which provide interested students the opportunity to see non-university facilities firsthand. Close contact with faculty - a valuable resource for undergraduates - is achieved through faculty attendance at club events and presentation of faculty research to interested students. Undergraduates also have the opportunity through the physics club to speak with the weekly colloquium presenter, learning more about each presenter’s experiences with graduate school, research, and career path.

Enhancing teamwork using a creativity-focussed learning intervention for undergraduate nursing students - A pilot study.

PubMed

Carson, O M; Laird, E A; Reid, B B; Deeny, P G; McGarvey, H E

2018-02-22

A cohort of year two students (n = 181) was exposed to a transformational and experiential learning intervention in the form of team-led poster development workshops to enhance competence and interpersonal skills for working in teams. The aims of this study were to test the suitability of an amended TeamSTEPPS teamwork perceptions questionnaire (T-TPQ) for measuring the impact of the intervention on students' perceptions of team working, and to ascertain students' views about the experience. This was a two phase pilot study. Phase 1 was a repeated measures design to test the T-TPQ for evaluating the impact of the experiential intervention, and Phase 2 was a survey of students' views and opinions. Descriptive and statistical analysis of the data were performed. Our findings suggest that age and part-time employment mediate towards more positive teamwork perceptions. Teamwork perceptions increased from week 3 to week 9 of the experiential intervention, and students viewed the experience positively. This was the first time that the T-TPQ was tested for suitability for measuring the impact of an experiential learning intervention among nursing students. Despite limitations, our study indicates that the amended T-TPQ is sensitive to changes in teamwork perceptions in repeated measures design studies among nursing students. Copyright © 2018 Elsevier Ltd. All rights reserved.

Feasibility of utilising an all-volunteer workforce as a disruptive innovation for the US obesity epidemic.

PubMed

Kraschnewski, Jennifer L; Hwang, Kevin O; George, Daniel R; Lehman, Erik B; Sciamanna, Christopher N

2014-01-01

As the prevalence of obesity in US adults continues to increase, addressing weight control will require an effective, lower-cost intervention. A model for delivering free peer-to-peer counselling has the potential to create a paradigm shift in the way weight and other chronic illnesses are addressed in the US. The objective of this study is to understand the potential for utilising successful peer volunteers as counsellors in weight control programmes and as a possible intervention strategy to address the global obesity epidemic in a cost-effective manner. This cross-sectional study surveyed a nationwide panel of US adults (n=806) in 2010. We created survey items to identify participant interest in three specific types of weight control programmes: a free programme led by successful peers, a paid programme led by successful peers and a programme led by trained paid professionals. Statistical analysis was conducted in 2011. Logistic regression was used to adjust for the effect of potential confounders on participant interest in different weight control programmes and willingness to volunteer. More than three times as many subjects (27.4% vs. 8.3%) were interested in the free peer-led programme versus the expert-led paid option. Of participants who had ever had successful weight loss, 15% were interested in volunteering to help others lose weight. Individuals appear to be willing to both attend and conduct peer volunteer-led weight control groups. Further research is necessary to develop and test interventions to assess the effectiveness of such interventions. Copyright © 2014 Asian Oceanian Association for the Study of Obesity. Published by Elsevier Ltd. All rights reserved.

Peers versus professional training of basic life support in Syria: a randomized controlled trial.

PubMed

Abbas, Fatima; Sawaf, Bisher; Hanafi, Ibrahem; Hajeer, Mohammad Younis; Zakaria, Mhd Ismael; Abbas, Wafaa; Alabdeh, Fadi; Ibrahim, Nazir

2018-06-18

Peer training has been identified as a useful tool for delivering undergraduate training in basic life support (BLS) which is fundamental as an initial response in cases of emergency. This study aimed to (1) Evaluate the efficacy of peer-led model in basic life support training among medical students in their first three years of study, compared to professional-led training and (2) To assess the efficacy of the course program and students' satisfaction of peer-led training. A randomized controlled trial with blinded assessors was conducted on 72 medical students from the pre-clinical years (1st to 3rd years in Syria) at Syrian Private University. Students were randomly assigned to peer-led or to professional-led training group for one-day-course of basic life support skills. Sixty-four students who underwent checklist based assessment using objective structured clinical examination design (OSCE) (practical assessment of BLS skills) and answered BLS knowledge checkpoint-questionnaire were included in the analysis. There was no statistically significant difference between the two groups in delivering BLS skills to medical students in practical (P = 0.850) and BLS knowledge questionnaire outcomes (P = 0.900). Both groups showed statistically significant improvement from pre- to post-course assessment with significant statistical difference in both practical skills and theoretical knowledge (P-Value < 0.001). Students were satisfied with the peer model of training. Peer-led training of basic life support for medical students was beneficial and it provided a quality of education which was as effective as training conducted by professionals. This method is applicable and desirable especially in poor-resource countries and in crisis situation.

Grouping students for instruction: effects of learning style on achievement and attitudes.

PubMed

Dunn, R; Giannitti, M C; Murray, J B; Rossi, I; Geisert, G; Quinn, P

1990-08-01

The present study examined the effects of matching and mismatching American middle-school students with a preference for learning alone or learning with peers with selected instructional treatments in order to determine the impact upon their attitudes and achievement in social studies. Analysis revealed that the learning-alone preference performed significantly better in the learning-alone condition and that the learning-with-peers preference performed significantly better in the learning-with-peers condition. However, no-preference students also performed significantly better in the learning-alone condition than with peers. In addition, data revealed that the learning-alone and the learning-with-peers students had significantly more positive attitudes when matched with their preferred learning style; the nopreference students had more positive attitudes in the learning-alone condition.

Music and the mind: a new interdisciplinary course on the science of musical experience.

PubMed

Prichard, J Roxanne; Cornett-Murtada, Vanessa

2011-01-01

In this paper the instructors describe a new team-taught transdisciplinary seminar, "Music and Mind: The Science of Musical Experience." The instructors, with backgrounds in music and neuroscience, valued the interdisciplinary approach as a way to capture student interest and to reflect the inherent interconnectivity of neuroscience. The course covered foundational background information about the science of hearing and musical perception and about the phenomenology of musical creation and experience. This two-credit honors course, which attracted students from eleven majors, integrated experiential learning (active listening, journaling, conducting mini-experiments) with rigorous reflection and discussion of academic research. The course culminated in student-led discussions and presentations of final projects around hot topics in the science of music, such as the 'Mozart Effect,' music and religious experience, etc. Although this course was a two-credit seminar, it could easily be expanded to a four-credit lecture or laboratory course. Student evaluations reveal that the course was successful in meeting the learning objectives, that students were intrinsically motivated to learn more about the discipline, and that the team-taught, experiential learning approach was a success.

Employing Wikibook Project in a Linguistics Course to Promote Peer Teaching and Learning

ERIC Educational Resources Information Center

Wang, Lixun

2016-01-01

Peer teaching and learning are learner-centred approaches with great potential for promoting effective learning, and the fast development of Web 2.0 technology has opened new doors for promoting peer teaching and learning. In this study, we aim to establish peer teaching and learning among students by employing a Wikibook project in the course…

The Impact of a Peer-Learning Agent Based on Pair Programming in a Programming Course

ERIC Educational Resources Information Center

Han, Keun-Woo; Lee, EunKyoung; Lee, YoungJun

2010-01-01

This paper analyzes the educational effects of a peer-learning agent based on pair programming in programming courses. A peer-learning agent system was developed to facilitate the learning of a programming language through the use of pair programming strategies. This system is based on the role of a peer-learning agent from pedagogical and…

The Development and Implementation of a Peer-Led Intervention to Prevent Smoking among Secondary School Students Using Their Established Social Networks

ERIC Educational Resources Information Center

Audrey, Suzanne; Cordall, Kathleen; Moore, Laurence; Cohen, David; Campbell, Rona

2004-01-01

Objective: To design, implement and evaluate a peer-led intervention to reduce smoking amongst secondary school students. Design: A health promotion intervention combining peer education with diffusion of innovation theory, to be rigorously evaluated by means of a cluster randomised controlled trial with concurrent process and economic…

Peer-led instruction for a qualifying exam preparatory course or: How I learned to stop worrying and love the PhD Qualifying Exam

NASA Astrophysics Data System (ADS)

Christensen, Warren; Engelhardt, Larry

2006-04-01

In the spring of 2004, the authors were charged with the task of creating and administering a qualifying exam preparation curriculum that would strive to assist graduate students studying for their comprehensive physics exam. We incorporated many pedagogical techniques that have been proven effective at nearly all levels of instruction by leading researchers in the field of physics education. Our primary focus was on peer-led instruction and time-on-task doing actual problems from previous qualifying exams. After a brief but precise lecture covering essential ideas over a particular subject matter, students spend most of class time working in small groups and presenting worked problems at the board. At all times, the focus was on student explanations concerning the fundamental concepts behind a specific problem, as well as contemplating variations to broaden understanding and challenge students to think on their feet. We found that students who attended and participated regularly in class could be correlated with those students who achieved high marks on the exam.

Intentionally flawed manuscripts as means for teaching students to critically evaluate scientific papers.

PubMed

Ferenc, Jaroslav; Červenák, Filip; Birčák, Erik; Juríková, Katarína; Goffová, Ivana; Gorilák, Peter; Huraiová, Barbora; Plavá, Jana; Demecsová, Loriana; Ďuríková, Nikola; Galisová, Veronika; Gazdarica, Matej; Puškár, Marek; Nagy, Tibor; Nagyová, Soňa; Mentelová, Lucia; Slaninová, Miroslava; Ševčovicová, Andrea; Tomáška, Ľubomír

2018-01-01

As future scientists, university students need to learn how to avoid making errors in their own manuscripts, as well as how to identify flaws in papers published by their peers. Here we describe a novel approach on how to promote students' ability to critically evaluate scientific articles. The exercise is based on instructing teams of students to write intentionally flawed manuscripts describing the results of simple experiments. The teams are supervised by instructors advising the students during manuscript writing, choosing the 'appropriate' errors, monitoring the identification of errors made by the other team and evaluating the strength of their arguments in support of the identified errors. We have compared the effectiveness of the method with a journal club-type seminar. Based on the results of our assessment we propose that the described seminar may effectively complement the existing approaches to teach critical scientific thinking. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(1):22-30, 2018. © 2017 The International Union of Biochemistry and Molecular Biology.

Mixed Methods: Incorporating multiple learning styles into a measurements course

NASA Astrophysics Data System (ADS)

Pallone, Arthur

2010-03-01

The best scientists and engineers regularly combine creative and critical skill sets. As faculty, we are responsible to provide future scientists and engineers with those skills sets. EGR 390: Engineering Measurements at Murray State University is structured to actively engage students in the processes that develop and enhance those skills. Students learn through a mix of traditional lecture and homework, active discussion of open-ended questions, small group activities, structured laboratory exercises, oral and written communications exercises, student chosen team projects, and peer evaluations. Examples of each of these activities, the skill set addressed by each activity, outcomes from and effectiveness of each activity and recommendations for future directions in the EGR 390 course as designed will be presented.

Peer learning partnerships: exploring the experience of pre-registration nursing students.

PubMed

Christiansen, Angela; Bell, Amelia

2010-03-01

This paper explores the impact of a peer learning initiative developed to facilitate, purposefully, mutually supportive learning relationships between student nurses in the practice setting. Finding effective strategies to support learning in the practice setting has been the focus of professional concern for a considerable time. In the UK clinical mentorship is seen as pivotal to ensuring fitness to practice; however, recent debate on the nature of learning has revealed the clinical workplace as a rich learning environment where learning occurs not only through hierarchical relationships, but also from a network of peer relationships. Formalising peer relationships through peer assisted learning is increasingly suggested as a strategy to support workplace learning and support novice students' transition to the clinical setting. Despite the developing literature in this field there is limited understanding about how students experience facilitated peer relationships. An interpretive qualitative design. Focus group interviews were used to collect interactive and situated discourse from nursing students who had recently participated in peer learning partnerships (n = 54). Narrative data were analysed thematically. Findings suggest that active support from a fellow student reduced the feelings of social isolation experienced by novice students in initial clinical placements, helping them to deal more effectively with the challenges faced and reducing the factors that have an impact on attrition. In addition, the reciprocity of the peer learning partnerships facilitated understanding of mentorship and created a heightened sense of readiness for registration and professional practice. Peer learning partnerships facilitated by mentors in clinical practice can support the transition to nursing for first year students and can help more experienced students gain a confidence and a heightened readiness for mentorship and registered practice. Facilitated peer learning partnerships can enhance the student experience in the practice setting and can help maximise opportunities for learning and support. This suggests that peer assisted learning is a legitimate area for innovation and further research.

Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

NASA Astrophysics Data System (ADS)

Pegg, John; Panizzon, Debra

2011-06-01

When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.

Peer Assessment of Elementary Science Teaching Skills

ERIC Educational Resources Information Center

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

Research management peer exchange hosted by the Oregon Department of Transportation, August 24-27, 2009.

DOT National Transportation Integrated Search

2009-08-01

The team began this peer exchange with a review of the most recent Oregon Peer Exchange conducted in : October 24-29, 2004. : The primary focus of the current peer exchange at Oregon DOT was Research Project Selection. : However, all aspects of the r...

Vicarious Learning and Reduction of Fear in Children via Adult and Child Models.

PubMed

Dunne, Güler; Askew, Chris

2017-06-01

Children can learn to fear stimuli vicariously, by observing adults' or peers' responses to them. Given that much of school-age children's time is typically spent with their peers, it is important to establish whether fear learning from peers is as effective or robust as learning from adults, and also whether peers can be successful positive models for reducing fear. During a vicarious fear learning procedure, children (6 to 10 years; N = 60) were shown images of novel animals together with images of adult or peer faces expressing fear. Later they saw their fear-paired animal again together with positive emotional adult or peer faces. Children's fear beliefs and avoidance for the animals increased following vicarious fear learning and decreased following positive vicarious counterconditioning. There was little evidence of differences in learning from adults and peers, demonstrating that for this age group peer models are effective models for both fear acquisition and reduction. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

A Preliminary Study of Peer-to-Peer Human-Robot Interaction

NASA Technical Reports Server (NTRS)

Fong, Terrence; Flueckiger, Lorenzo; Kunz, Clayton; Lees, David; Schreiner, John; Siegel, Michael; Hiatt, Laura M.; Nourbakhsh, Illah; Simmons, Reid; Ambrose, Robert

2006-01-01

The Peer-to-Peer Human-Robot Interaction (P2P-HRI) project is developing techniques to improve task coordination and collaboration between human and robot partners. Our work is motivated by the need to develop effective human-robot teams for space mission operations. A central element of our approach is creating dialogue and interaction tools that enable humans and robots to flexibly support one another. In order to understand how this approach can influence task performance, we recently conducted a series of tests simulating a lunar construction task with a human-robot team. In this paper, we describe the tests performed, discuss our initial results, and analyze the effect of intervention on task performance.

Using Peer Assessment to Evaluate Teamwork from a Multidisciplinary Perspective

ERIC Educational Resources Information Center

Planas-Lladó, Anna; Feliu, Lidia; Castro, Francesc; Fraguell, Rosa Maria; Arbat, Gerard; Pujol, Joan; Suñol, Joan Josep; Daunis-i-Estadella, Pepus

2018-01-01

This article analyses the use of peer evaluation as a tool for evaluating teamwork and students' perceptions of this type of evaluation. A study was conducted of six subjects included on five degree courses at the University of Girona. In all of these subjects, students carried out a team activity, evaluated the performance of the team and the…

Self-vs.-Teammate Assessment of Leadership Competence: The Effects of Gender, Leadership Self-Efficacy, and Motivation to Lead

ERIC Educational Resources Information Center

Rosch, David M.; Collier, Daniel A.; Zehr, Sarah M.

2014-01-01

A sample (N = 81) of undergraduates participating in a semester-long team-project engineering course completed assessments of their leadership competence, motivation to lead, and leadership self-efficacy, as well as the leadership competence of their peers who served within their durable teams. Results indicated that peers scored students lower…

The Effect of Peer Assessment on Project Performance of Students at Different Learning Levels

ERIC Educational Resources Information Center

Li, Lan; Gao, Fei

2016-01-01

Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer-assessment and students' learning levels influenced students' project performance using a…

Action learning across the decades.

PubMed

Eason, Ken

2017-05-02

Purpose The purpose of this paper is to explore how action learning concepts were used in two healthcare projects undertaken many decades apart. The specific purpose in both cases was to examine how action learning can contribute to shared learning across key stakeholders in a complex socio-technical system. In each case study, action learning supported joint design programmes and the sharing of perspectives about the complex system under investigation. Design/methodology/approach Two action learning projects are described: first, the Hospital Internal Communications (HIC) project led by Reg Revans in the 1960s. Senior staff in ten London hospitals formed action learning teams to address communication issues. Second, in the Better Outcomes for People with Learning Disabilities: Transforming Care (BOLDTC) project, videoconferencing equipment enabled people with learning disabilities to increase their opportunities to communicate. A mutual learning process was established to enable stakeholders to explore the potential of the technical system to improve individual care. Findings The HIC project demonstrated the importance of evidence being shared between team members and that action had to engage the larger healthcare system outside the hospital. The BOLDTC project confirmed the continuing relevance of action learning to healthcare today. Mutual learning was achieved between health and social care specialists and technologists. Originality/value This work draws together the socio-technical systems tradition (considering both social and technical issues in organisations) and action learning to demonstrate that complex systems development needs to be undertaken as a learning process in which action provides the fuel for learning and design.

High quality diabetes care: testing the effectiveness of strategies of regional implementation teams.

PubMed

Drach-Zahavy, Anat; Shadmi, Efrat; Freund, Anat; Goldfracht, Margalit

2009-01-01

The purpose of this article is to identify and test the effectiveness of work strategies employed by regional implementation teams to attain high quality care for diabetes patients. The study was conducted in a major health maintenance organization (HMO) that provides care for 70 per cent of Israel's diabetes patients. A sequential mixed model design, combining qualitative and quantitative methods was employed. In-depth interviews were conducted with members of six regional implementation teams, each responsible for the care of 25,000-34,000 diabetic patients. Content analysis of the interviews revealed that teams employed four key strategies: task-interdependence, goal-interdependence, reliance on top-down standardised processes and team-learning. These strategies were used to predict the mean percentage performance of eight evidence-based indicators of diabetes care: percentage of patients with HbA1c < 7 per cent, blood pressure < or = 130/80 and cholesterol < or = 100; and performance of: HbA1c tests, LDL cholesterol tests, blood pressure measurements, urine protein tests, and ophthalmic examinations. Teams were found to vary in their use of the four strategies. Mixed linear models analysis indicated that type of indicator (simple process, compound process, and outcome) and goal interdependence were significantly linked to team effectiveness. For simple-process indicators, reliance on top-down standardised processes led to team effectiveness, but for outcome measures this strategy was ineffective, and even counter-effective. For outcome measures, team-learning was more beneficial. The findings have implications for the management of chronic diseases. The advantage of allowing team members flexibility in the choice of the best work strategy to attain high quality diabetes care is attested.

Reflections upon the Development of a Dementia Screening Service for Individuals with Down's Syndrome across the Hyndburn and Ribble Valley Area

ERIC Educational Resources Information Center

Cairns, Victoria; Lamb, Isobel; Smith, Esther

2011-01-01

The high prevalence of dementia in individuals with Down's syndrome has led learning disability services in the Hyndburn and Ribble Valley (HRV) area to develop a screening service to address this need; this paper offers reflections upon this process by its members after the first 12 months of operation. A multidisciplinary team comprising…

Antibody-linked drug destroys tumor cells and tumor blood vessels in many types of cancer | Center for Cancer Research

Cancer.gov

A team led by Brad St. Croix, Ph.D., Senior Associate Scientist, Mouse Cancer Genetics Program, has developed an antibody-drug conjugate (ADC) that destroys both tumor cells and the blood vessels that nourish them. The drug significantly shrank breast tumors, colon tumors and several other types of cancer and prolonged survival. Learn more...  

A Novel Program Trains Community‐Academic Teams to Build Research and Partnership Capacity

PubMed Central

Brown, Jen; LeBailly, Susan; McGee, Richard; Bayldon, Barbara; Huber, Gail; Kaleba, Erin; Lowry, Kelly Walker; Martens, Joseph; Mason, Maryann; Nuñez, Abel

2013-01-01

Abstract The Community‐Engaged Research Team Support (CERTS) program was developed and tested to build research and partnership capacity for community‐engaged research (CEnR) teams. Led by the Northwestern University Clinical and Translational Sciences Institute (NUCATS), the goals of CERTS were: (1) to help community‐academic teams build capacity for conducting rigorous CEnR and (2) to support teams as they prepare federal grant proposal drafts. The program was guided by an advisory committee of community and clinical partners, and representatives from Chicago's Clinical and Translational Science Institutes. Monthly workshops guided teams to write elements of NIH‐style research proposals. Draft reviewing fostered a collaborative learning environment and helped teams develop equal partnerships. The program culminated in a mock‐proposal review. All teams clarified their research and acquired new knowledge about the preparation of NIH‐style proposals. Trust, partnership collaboration, and a structured writing strategy were assets of the CERTS approach. CERTS also uncovered gaps in resources and preparedness for teams to be competitive for federally funded grants. Areas of need include experience as principal investigators, publications on study results, mentoring, institutional infrastructure, and dedicated time for research. PMID:23751028

Medical Students Teaching Medical Students Surgical Skills: The Benefits of Peer-Assisted Learning.

PubMed

Bennett, Samuel Robert; Morris, Simon Rhys; Mirza, Salman

2018-04-10

Teaching surgical skills is a labor intensive process, requiring a high tutor to student ratio for optimal success, and teaching for undergraduate students by consultant surgeons is not always feasible. A surgical skills course was developed, with the aim of assessing the effectiveness of undergraduate surgical peer-assisted learning. Five surgical skills courses were conducted looking at eight domains in surgery, led by foundation year doctors and senior medical students, with a tutor to student ratio of 1:4. Precourse and postcourse questionnaires (Likert scales 0-10) were completed. Mean scores were compared precourse and postcourse. Surgical skills courses took place within clinical skills rooms in the Queen Elizabeth Hospital Birmingham (UK). Seventy students (59 medical, 2 dental, and 9 physician associate students) from a range of academic institutions across the UK completed the course. There was an overall increase in mean scores across all eight domains. Mean improvement score precourse and postcourse in WHO surgical safety checklist (+3.94), scrubbing (+2.99), gowning/gloving (+3.34), knot tying (+5.53), interrupted sutures (+5.89), continuous sutures (+6.53), vertical mattress sutures (+6.46), and local anesthesia (+3.73). Peer-assisted learning is an effective and feasible method for teaching surgical skills in a controlled environment, subsequently improving confidence among healthcare undergraduates. Such teaching may provide the basis for feasibly mass-producing surgical skills courses for healthcare students. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Informal Peer-Assisted Learning Groups Did Not Lead to Better Performance of Saudi Dental Students.

PubMed

AbdelSalam, Maha; El Tantawi, Maha; Al-Ansari, Asim; AlAgl, Adel; Al-Harbi, Fahad

2017-01-01

To describe peer-assisted learning (PAL) groups formed by dental undergraduate students in a biomedical course and to investigate the association of individual and group characteristics with academic performance. In 2015, 92 fourth-year students (43 males and 49 females) in the College of Dentistry, University of Dammam, Saudi Arabia, were invited to form PAL groups to study a unit of a biomedical course. An examination was used to assess their knowledge after 2 weeks. In addition, a questionnaire and social network analysis were used to investigate (1) individual student attributes: gender, role, subject matter knowledge, grade in previous year, teaming with friends, previous communication with teammates, and content discussion, and (2) group attributes: group teacher's previous grade, number of colleagues with whom a student connected, teaming with friends, similarity of teammates' previous grades, and teacher having higher previous grades than other teammates. Regression analysis was used to assess the association of examination scores with individual and group attributes. The response rate was 80.4% (74 students: 36 males and 38 females). Students who previously scored grades A and B had higher examination scores than students with grades C/less (regression coefficient = 18.50 and 13.39) within the groups. Higher scores were not associated with working in groups including friends only (regression coefficient = 1.17) or when all students had similar previous grades (regression coefficient = 0.85). Students with previous high grades benefited to a greater extent from working in PAL groups. Similarity of teammates in PAL groups was not associated with better scores. © 2017 S. Karger AG, Basel.

Research management peer exchange hosted by the Oregon Department of Transportation Research Group, August 20-24, 2001. Summary report.

DOT National Transportation Integrated Search

2001-05-01

The team began this peer exchange with a review of the first Oregon Peer Exchange conducted in may, 1998. The review included a summary of recommendations made and the changes made as a result of the 1998 Peer Exchange Report. : The primary focus of ...

A Peer-Assisted Learning Experience in Computer Programming Language Learning and Developing Computer Programming Skills

ERIC Educational Resources Information Center

Altintas, Tugba; Gunes, Ali; Sayan, Hamiyet

2016-01-01

Peer learning or, as commonly expressed, peer-assisted learning (PAL) involves school students who actively assist others to learn and in turn benefit from an effective learning environment. This research was designed to support students in becoming more autonomous in their learning, help them enhance their confidence level in tackling computer…

Examining Young Recreational Male Soccer Players' Experience in Adult- and Peer-Led Structures

ERIC Educational Resources Information Center

Imtiaz, Faizan; Hancock, David J.; Côté, Jean

2016-01-01

Purpose: Youth sport has the potential to be one of the healthiest and most beneficial activities in which children can partake. Participation in a combination of adult-led and peer-led sport structures appears to lead to favorable outcomes such as enhanced physical fitness, as well as social and emotional development. The purpose of the present…

Grassroots Participation, Peer Education, and HIV Prevention by Sex Workers in South Africa

PubMed Central

Campbell, Catherine; Mzaidume, Zodwa

2001-01-01

Objectives. This microqualitative case study of a community-based peer education program led by sex workers at a South African mine examined the role of grassroots participation in sexual health promotion. Methods. The study involved in-depth interviews with 30 members of the target community. The interviews were analyzed in terms of social capital, empowerment, and identity. Results. The study yielded a detailed analysis of the way in which community dynamics have shaped the peer education program's development in a deprived, violent community where existing norms and networks are inconsistent with ideal criteria for participatory health promotion. Conclusions. Much remains to be learned about the complexities of translating theoretically and politically vital notions of “community participation” into practice among hard-to-reach groups. The fabric of local community life is shaped by nonlocal structural conditions of poverty and sexual inequality in ways that challenge those seeking to theorize the role of social capital in community development in general and in sexual health promotion in particular. PMID:11726380

Mentored residential writing retreats: a leadership strategy to develop skills and generate outcomes in writing for publication.

PubMed

Jackson, Debra

2009-01-01

There is an increasing expectation that academic and clinical nurses will contribute to disciplinary and professional discourses through scholarly writing. However, the difficulties and challenges associated with writing for publication mean that many papers will never be written. This current paper describes an innovative approach developed to support skill development and outcomes in writing for publication. Intensive residential writing retreats informed by the principles of servant leadership and incorporating strategies such as mentoring and peer learning were conducted in 2005 and 2007. Positive outcomes and benefits included publications submitted to peer-reviewed journals, as well as positive effects on collegial relationships, and team building. Novice writers benefited from intensive and sustained support and coaching by experienced writers. Organisational benefits included increased participation by staff and research higher degree students in publication activities, enhanced collegial relationships and opportunities for senior established writers to work with inexperienced writers.

Measuring Costs to Community-Based Agencies for Implementation of an Evidence-Based Practice.

PubMed

Lang, Jason M; Connell, Christian M

2017-01-01

Healthcare reform has led to an increase in dissemination of evidence-based practices. Cost is frequently cited as a significant yet rarely studied barrier to dissemination of evidence-based practices and the associated improvements in quality of care. This study describes an approach to measuring the incremental, unreimbursed costs in staff time and direct costs to community-based clinics implementing an evidence-based practice through participating in a learning collaborative. Initial implementation costs exceeding those for providing "treatment as usual" were collected for ten clinics implementing trauma-focused cognitive behavioral therapy through participation in 10-month learning collaboratives. Incremental implementation costs of these ten community-based clinic teams averaged the equivalent of US$89,575 (US$ 2012). The most costly activities were training, supervision, preparation time, and implementation team meetings. Recommendations are made for further research on implementation costs, dissemination of evidence-based practices, and implications for researchers and policy makers.

Enhanced Primary Care Treatment of Behavioral Disorders With ECHO Case-Based Learning.

PubMed

Komaromy, Miriam; Bartlett, Judy; Manis, Kathryn; Arora, Sanjeev

2017-09-01

The Extension for Community Healthcare Outcomes (ECHO) model offers a way for primary care providers to develop expertise in addressing behavioral health issues of primary care patients. It provides an alternative to traditional continuing medical education (CME) for ongoing training and support for health care providers. ECHO uses videoconferencing to connect multiple primary care teams simultaneously with academic specialists and builds capacity via mentorship and case-based learning. ECHO aims to expand access to care by developing capacity to treat common, complex conditions in underserved areas. Participants in an integrated addictions and psychiatry teleECHO program reported that when they presented a patient case, the feedback they received was highly valuable and led them to change their care plans more than 75% of the time. ECHO is an effective model for teaching primary care teams about behavioral health and may be more effective than traditional CME approaches.

Indigenous Youth Peer-Led Health Promotion in Canada, New Zealand, Australia, and the United States: A Systematic Review of the Approaches, Study Designs, and Effectiveness.

PubMed

Vujcich, Daniel; Thomas, Jessica; Crawford, Katy; Ward, James

2018-01-01

Youth peer-led interventions have become a popular way of sharing health information with young people and appear well suited to Indigenous community contexts. However, no systematic reviews focusing on Indigenous youth have been published. We conducted a systematic review to understand the range and characteristics of Indigenous youth-led health promotion projects implemented and their effectiveness. A systematic search of Medline, Embase, and ProQuest Social Sciences databases was conducted, supplemented by gray literature searches. Included studies focused on interventions where young Indigenous people delivered health information to age-matched peers. Twenty-four studies were identified for inclusion, based on 20 interventions (9 Australian, 4 Canadian, and 7 from the United States of America). Only one intervention was evaluated using a randomized controlled study design. The majority of evaluations took the form of pre-post studies. Methodological limitations were identified in a majority of studies. Study outcomes included improved knowledge, attitude, and behaviors. Currently, there is limited high quality evidence for the effectiveness of peer-led health interventions with Indigenous young people, and the literature is dominated by Australian-based sexual health interventions. More systematic research investigating the effectiveness of peer-led inventions is required, specifically with Indigenous populations. To improve health outcomes for Indigenous youth, greater knowledge of the mechanisms and context under which peer-delivered health promotion is effective in comparison to other methods of health promotion is needed.

Teaching chemistry and other sciences to blind and low-vision students through hands-on learning experiences in high school science laboratories

NASA Astrophysics Data System (ADS)

Supalo, Cary Alan

2010-11-01

Students with blindness and low vision (BLV) have traditionally been underrepresented in the sciences as a result of technological and attitudinal barriers to equal access in science laboratory classrooms. The Independent Laboratory Access for the Blind (ILAB) project developed and evaluated a suite of talking and audible hardware/software tools to empower students with BLV to have multisensory, hands-on laboratory learning experiences. This dissertation focuses on the first year of ILAB tool testing in mainstream science laboratory classrooms, and comprises a detailed multi-case study of four students with BLV who were enrolled in high school science classes during 2007--08 alongside sighted students. Participants attended different schools; curricula included chemistry, AP chemistry, and AP physics. The ILAB tools were designed to provide multisensory means for students with BLV to make observations and collect data during standard laboratory lessons on an equivalent basis with their sighted peers. Various qualitative and quantitative data collection instruments were used to determine whether the hands-on experiences facilitated by the ILAB tools had led to increased involvement in laboratory-goal-directed actions, greater peer acceptance in the students' lab groups, improved attitudes toward science, and increased interest in science. Premier among the ILAB tools was the JAWS/Logger Pro software interface, which made audible all information gathered through standard Vernier laboratory probes and visually displayed through Logger Pro. ILAB tools also included a talking balance, a submersible audible light sensor, a scientific talking stopwatch, and a variety of other high-tech and low-tech devices and techniques. While results were mixed, all four participating BLV students seemed to have experienced at least some benefit, with the effect being stronger for some than for others. Not all of the data collection instruments were found to reveal improvements for all of the participating students, but each of the types of data sets provided evidence of benefit for varying subgroups of participants. It is the expectation of the ILAB team that continuing to implement adaptive/assistive technologies for BLV students in science laboratory classrooms will foster enhanced opportunities in science classes and professions.

Building a Science Communication Culture: One Agency's Approach

NASA Astrophysics Data System (ADS)

DeWitt, S.; Tenenbaum, L. F.; Betz, L.

2014-12-01

Science communication does not have to be a solitary practice. And yet, many scientists go about it alone and with little support from their peers and organizations. To strengthen community and build support for science communicators, NASA designed a training course aimed at two goals: 1) to develop individual scientists' communication skills, and 2) to begin to build a science communication culture at the agency. NASA offered a pilot version of this training course in 2014: the agency's first multidisciplinary face-to-face learning experience for science communicators. Twenty-six Earth, space and life scientists from ten field centers came together for three days of learning. They took part in fundamental skill-building exercises, individual development planning, and high-impact team projects. This presentation will describe the course design and learning objectives, the experience of the participants, and the evaluation results that will inform future offerings of communication training for NASA scientists and others.

Fostering interprofessional teamwork in an academic medical center: Near-peer education for students during gross medical anatomy.

PubMed

Shields, Richard K; Pizzimenti, Marc A; Dudley-Javoroski, Shauna; Schwinn, Debra A

2015-01-01

The purpose of this report is to describe student satisfaction with a near-peer interprofessional education (IPE) session for physical therapy and medical students. Ten senior physical therapy students worked in peer-groups to develop a musculoskeletal anatomy demonstration for first-semester medical students. Together with their classmates, they demonstrated observation, palpation, and musculoskeletal assessment of the shoulder and scapular-thoracic articulation to medical student dissection groups in the Gross Anatomy laboratory. The medical students were encouraged to consider the synergistic function of shoulder structures and the potential impact of a selected pathology: rotator cuff injury. The session provided the medical students with an opportunity to integrate their new anatomical knowledge into a framework for clinical musculoskeletal evaluation. The experience offered senior physical therapy students an opportunity to work in teams with their peers, internalize and adapt to constructive feedback, and seek common ground with members of another profession. Both student groups reported a high degree of satisfaction with the sessions and expressed a desire for further interaction. These positive perceptions by student stakeholders have prompted us to consider additional IPE exchanges for the anatomy course in the upcoming school year. Given the positive outcome of this descriptive study, we now plan to systematically test whether near-peer IPE interactions can enhance the degree that students learn key anatomical concepts. © 2014 American Association of Anatomists.

Implementation and evaluation of a community-based interprofessional learning activity.

PubMed

Luebbers, Ellen L; Dolansky, Mary A; Vehovec, Anton; Petty, Gayle

2017-01-01

Implementation of large-scale, meaningful interprofessional learning activities for pre-licensure students has significant barriers and requires novel approaches to ensure success. To accomplish this goal, faculty at Case Western Reserve University, Ohio, USA, used the Ottawa Model of Research Use (OMRU) framework to create, improve, and sustain a community-based interprofessional learning activity for large numbers of medical students (N = 177) and nursing students (N = 154). The model guided the process and included identification of context-specific barriers and facilitators, continual monitoring and improvement using data, and evaluation of student learning outcomes as well as programme outcomes. First year Case Western Reserve University medical students and undergraduate nursing students participated in team-structured prevention screening clinics in the Cleveland Metropolitan Public School District. Identification of barriers and facilitators assisted with overcoming logistic and scheduling issues, large class size, differing ages and skill levels of students and creating sustainability. Continual monitoring led to three distinct phases of improvement and resulted in the creation of an authentic team structure, role clarification, and relevance for students. Evaluation of student learning included both qualitative and quantitative methods, resulting in statistically significant findings and qualitative themes of learner outcomes. The OMRU implementation model provided a useful framework for successful implementation resulting in a sustainable interprofessional learning activity.

Introductory Biology Courses: A Framework To Support Active Learning in Large Enrollment Introductory Science Courses

PubMed Central

2005-01-01

Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students. PMID:15917873

Evaluating the effectiveness of a practical inquiry-based learning bioinformatics module on undergraduate student engagement and applied skills.

PubMed

Brown, James A L

2016-05-06

A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion, qualitative student-based module evaluation and the novelty, scientific validity and quality of written student reports. Bioinformatics is often the starting point for laboratory-based research projects, therefore high importance was placed on allowing students to individually develop and apply processes and methods of scientific research. Students led a bioinformatic inquiry-based project (within a framework of inquiry), discovering, justifying and exploring individually discovered research targets. Detailed assessable reports were produced, displaying data generated and the resources used. Mimicking research settings, undergraduates were divided into small collaborative groups, with distinctive central themes. The module was evaluated by assessing the quality and originality of the students' targets through reports, reflecting students' use and understanding of concepts and tools required to generate their data. Furthermore, evaluation of the bioinformatic module was assessed semi-quantitatively using pre- and post-module quizzes (a non-assessable activity, not contributing to their grade), which incorporated process- and content-specific questions (indicative of their use of the online tools). Qualitative assessment of the teaching intervention was performed using post-module surveys, exploring student satisfaction and other module specific elements. Overall, a positive experience was found, as was a post module increase in correct process-specific answers. In conclusion, an inquiry-based peer-assisted learning module increased students' engagement, practical bioinformatic skills and process-specific knowledge. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:304-313 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Learning partnership--the experience of peer tutoring among nursing students: a qualitative study.

PubMed

Loke, Alice J T Yuen; Chow, Filomena L W

2007-02-01

Peer tutoring involves students helping each other to learn. It places teaching and learning commitments and responsibilities on students. Considerable evidence supports the positive effects of peer tutoring, including cognitive gains, improved communication, self-confidence, and social support among students. Peer tutors are also said to better understand the learning problems of fellow peer learners than teachers do. This study intended to facilitate the development of 'cooperative learning' among nursing students through a peer-tutoring scheme. Undergraduate nursing students were invited to join a peer-tutoring scheme. Fourteen students studying year 3 were recruited to serve as peer tutors and 16 students from year 2 of the same program participated as tutees. Peer tutors attended a training workshop and received a guideline for peer-tutoring activities. They were to provide a total of '10 weekly tutoring sessions throughout the semester on a one-to-one basis for their tutees. Focus groups and individual interviews were conducted in the middle and at the end of the semester to evaluate the students' experiences in the tutoring process. Content analysis of the interview scripts identified that students had both positive and negative experiences from the peer tutoring, but that positive experiences predominated. Positive aspects included enhancement of learning skills/intellectual gains and personal growth. Negative experiences stemmed mainly from frustrations in dealing with mismatched learning styles between tutors and tutees, and the required time commitment. Both tutors and tutees benefited to some extent from this peer-tutoring process. Further studies in an education program for students in all years should be implemented to examine peer-tutoring effects. Implementation of peer tutoring should address the frustrations and difficulties encountered by the students to facilitate better outcomes.

Wheelchairs

MedlinePlus

... partners Get support Ask us anything Get a peer mentor Resources in your area Funding for nonprofits Forum Get involved Become a peer mentor Advocate for change Fundraise with Team Reeve Champions ...

Development of Team Action Projects in Surgery (TAPS): a multilevel team-based approach to teaching quality improvement.

PubMed

Waits, Seth A; Reames, Bradley N; Krell, Robert W; Bryner, Benjamin; Shih, Terry; Obi, Andrea T; Henke, Peter K; Minter, Rebecca M; Englesbe, Michael J; Wong, Sandra L

2014-01-01

To meet the Accreditation Council for Graduate Medical Education core competency in Practice-Based Learning and Improvement, educational curricula need to address training in quality improvement (QI). We sought to establish a program to train residents in the principles of QI and to provide practical experiences in developing and implementing improvement projects. We present a novel approach for engaging students, residents, and faculty in QI efforts-Team Action Projects in Surgery (TAPS). Large academic medical center and health system. Multiple teams consisting of undergraduate students, medical students, surgery residents, and surgery faculty were assembled and QI projects developed. Using "managing to learn" Lean principles, these multilevel groups approached each project with robust data collection, development of an A3, and implementation of QI activities. A total of 5 resident led QI projects were developed during the TAPS pilot phase. These included a living kidney donor enhanced recovery protocol, consult improvement process, venous thromboembolism prophylaxis optimization, Clostridium difficile treatment standardization, and understanding variation in operative duration of laparoscopic cholecystectomy. Qualitative and quantitative assessment showed significant value for both the learner and stakeholders of QI related projects. Through the development of TAPS, we demonstrate a novel approach to addressing the increasing focus on QI within graduate medical education. Efforts to expand this multilevel team based approach would have value for teachers and learners alike. Copyright © 2014. Published by Elsevier Inc.

The Central Valley Dual Language Consortium and the "Stanislaus Associación de Investigación Latina": A Map of Our Journey

ERIC Educational Resources Information Center

Flores, Juan M.; Duran, Arturo

2014-01-01

California's Proposition 227, or the Unz Initiative, had as its main focus the requirement that English learners be taught only in English, based on the belief that these children could learn English in one year. This led to the dismantling of many bilingual programs in K-12 schools across California. A team of faculty from California State…

Offsetting Gravity

NASA Technical Reports Server (NTRS)

1976-01-01

The Coastal Center and the NASA Biomedical Team are working together to adapt a suspension device that simulates weightlessness. Attempts to approximate weightlessness have led astronauts underwater and into harnesses that suspend all or part of their weight. One such device, built at Langley Research Center, is being transferred to rehabilitation work. It can help a person walk and re-learn muscular coordination following a stroke. Hospitals could use it to lift handicapped persons.

Team Learning and Team Composition in Nursing

ERIC Educational Resources Information Center

Timmermans, Olaf; Van Linge, Roland; Van Petegem, Peter; Elseviers, Monique; Denekens, Joke

2011-01-01

Purpose: This study aims to explore team learning activities in nursing teams and to test the effect of team composition on team learning to extend conceptually an initial model of team learning and to examine empirically a new model of ambidextrous team learning in nursing. Design/methodology/approach: Quantitative research utilising exploratory…

Team learning and effectiveness in virtual project teams: the role of beliefs about interpersonal context.

PubMed

Ortega, Aída; Sánchez-Manzanares, Miriam; Gil, Francisco; Rico, Ramón

2010-05-01

There has been increasing interest in team learning processes in recent years. Researchers have investigated the impact of team learning on team effectiveness and analyzed the enabling conditions for the process, but team learning in virtual teams has been largely ignored. This study examined the relationship between team learning and effectiveness in virtual teams, as well as the role of team beliefs about interpersonal context. Data from 48 teams performing a virtual consulting project over 4 weeks indicate a mediating effect of team learning on the relationship between beliefs about the interpersonal context (psychological safety, task interdependence) and team effectiveness (satisfaction, viability). These findings suggest the importance of team learning for developing effective virtual teams.

Preceptors' conceptions of a peer learning model: A phenomenographic study.

PubMed

Nygren, Frida; Carlson, Elisabeth

2017-02-01

During the past few years nurses precepting undergraduate nursing students have been put under greater pressure because of increased number of students admitted to the universities combined with a shortage of clinical placements. One solution is the preceptor model peer learning where two students are tutored by the same preceptor simultaneously. The aim of this study was to describe the variation of registered nurses' conceptions of preceptorship in a peer learning model for undergraduate nursing students. The study used a qualitative descriptive design and a phenomenographic approach. The interviews took place at somatic and psychiatric units at two different hospitals in southern Sweden. Twelve informants participated who had worked as registered nurses between 1-17years and acted as peer learning preceptors between 2month and 6years. Each nurse was interviewed individually using a semi structured interview guide. Follow up questions were used to make the informants develop and deepen their answers. Four different descriptive categories emerged in the study: 1) Preceptorship in peer learning generates development and new perspectives 2) Preceptorship in peer learning enables student reflection and independence 3) Preceptorship in peer learning engenders insufficiency and stress 4) Preceptorship in peer learning requires education and support. The result of this study showed that preceptors conceived that peer learning enabled them to take a step back which gave them a new role and perspectives. The consequence was that the students could be more independent which saved time for some of the preceptors. However, some preceptors perceived insufficiency and stress while working with two students. It is also important to educate both students and preceptors to optimise the use of peer learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Paralysis: Rehabilitation

MedlinePlus

... partners Get support Ask us anything Get a peer mentor Resources in your area Funding for nonprofits Forum Get involved Become a peer mentor Advocate for change Fundraise with Team Reeve Champions ...

Peer Learning for Change in Higher Education

ERIC Educational Resources Information Center

Hilsdon, John

2014-01-01

This paper draws upon small scale, qualitative research at a UK university to present a Learning Development (LD) perspective on peer learning. This approach is offered as a lens for exploring social aspects of learning, cultural change in higher education and implications for pedagogy and policy. Views of a small group of peer learning leaders…

Clinical peer review in the United States: history, legal development and subsequent abuse.

PubMed

Vyas, Dinesh; Hozain, Ahmed E

2014-06-07

The Joint Commission on Accreditation requires hospitals to conduct peer review to retain accreditation. Despite the intended purpose of improving quality medical care, the peer review process has suffered several setbacks throughout its tenure. In the 1980s, abuse of peer review for personal economic interest led to a highly publicized multimillion-dollar verdict by the United States Supreme Court against the perpetrating physicians and hospital. The verdict led to decreased physician participation for fear of possible litigation. Believing that peer review was critical to quality medical care, Congress subsequently enacted the Health Care Quality Improvement Act (HCQIA) granting comprehensive legal immunity for peer reviewers to increase participation. While serving its intended goal, HCQIA has also granted peer reviewers significant immunity likely emboldening abuses resulting in Sham Peer Reviews. While legal reform of HCQIA is necessary to reduce sham peer reviews, further measures including the need for standardization of the peer review process alongside external organizational monitoring are critical to improving peer review and reducing the prevalence of sham peer reviews.

Clinical peer review in the United States: History, legal development and subsequent abuse

PubMed Central

Vyas, Dinesh; Hozain, Ahmed E

2014-01-01

The Joint Commission on Accreditation requires hospitals to conduct peer review to retain accreditation. Despite the intended purpose of improving quality medical care, the peer review process has suffered several setbacks throughout its tenure. In the 1980s, abuse of peer review for personal economic interest led to a highly publicized multimillion-dollar verdict by the United States Supreme Court against the perpetrating physicians and hospital. The verdict led to decreased physician participation for fear of possible litigation. Believing that peer review was critical to quality medical care, Congress subsequently enacted the Health Care Quality Improvement Act (HCQIA) granting comprehensive legal immunity for peer reviewers to increase participation. While serving its intended goal, HCQIA has also granted peer reviewers significant immunity likely emboldening abuses resulting in Sham Peer Reviews. While legal reform of HCQIA is necessary to reduce sham peer reviews, further measures including the need for standardization of the peer review process alongside external organizational monitoring are critical to improving peer review and reducing the prevalence of sham peer reviews. PMID:24914357

Successful implementation of the European Resuscitation Council basic life support course as mandatory peer-led training for medical students.

PubMed

Grove, Erik L; Løfgren, Bo

2014-04-01

We aimed to implement the European Resuscitation Council (ERC) basic life support (BLS) and automated external defibrillator (AED) course as a mandatory peer-led training programme for medical students and to evaluate the satisfaction with this course. Medical students certified as ERC BLS/AED instructors were recruited as student trainers and organizers of the course, which was included as a mandatory part of the curriculum for second-year medical students before first clinical rotation. After each course, questionnaires were distributed to evaluate the peer-led training programme. In total, 146 students were trained and assessed. The quality of the course was rated as 9.4±0.8 (10-point scale, 10 being best), and the majority (95%) felt better prepared for their clinical rotation. Implementation of the ERC BLS/AED course as a mandatory peer-led training programme for medical students is feasible. The course has been very well accepted and the students feel better prepared for their first clinical rotation.

Active Learning Techniques Applied to an Interdisciplinary Mineral Resources Course.

NASA Astrophysics Data System (ADS)

Aird, H. M.

2015-12-01

An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.

Peer-led, school-based nutrition education for young adolescents: feasibility and process evaluation of the TEENS study.

PubMed

Story, Mary; Lytle, Leslie A; Birnbaum, Amanda S; Perry, Cheryl L

2002-03-01

Peer education has become a popular strategy for health promotion interventions with adolescents, but it has not been used widely in school-based nutrition education. This paper describes and reports on the feasibility of the peer leader component of a school-based nutrition intervention for young adolescents designed to increase fruit and vegetable intakes and lower fat foods. About 1,000 seventh-grade students in eight schools received the nutrition intervention. Of these, 272 were trained as peer leaders to assist the teacher in implementing the activities. Results from a multicomponent process evaluation based on peer leader and classroom student feedback, direct classroom observation, and teacher ratings and interviews are presented. Results show that peer-led nutrition education approaches in schools are feasible and have high acceptability among peer leaders, classroom students, and teachers.

Effects of Team-Skills Guidance on Accounting Students with Lone Wolf Tendencies

ERIC Educational Resources Information Center

Seow, Jean Lin; Gowri Shankar, Premila

2018-01-01

We investigate whether short-term in-class team-skills guidance impacts the perceptions of accounting students with lone wolf tendencies on team work, and peer evaluation systems adopted in team work. We find that students with greater lone wolf tendencies see fewer benefits from engaging in team work and are also less comfortable with peer…

Crisis Resource Management in the Delivery Room: Development of Behavioral Markers for Team Performance in Emergency Simulation

PubMed Central

de Tonetti, Gabriele; Geretto, Francesca; Celleno, Danilo

2018-01-01

Human factors are the most relevant issues contributing to adverse events in obstetrics. Specific training of Crisis Resource Management (CRM) skills (i.e., problem solving and team management, resource allocation, awareness of environment, and dynamic decision-making) is now widespread and is often based on High Fidelity Simulation. In order to be used as a guideline in simulated scenarios, CRM skills need to be mapped to specific and observable behavioral markers. For this purpose, we developed a set of observable behaviors related to the main elements of CRM in the delivery room. The observational tool was then adopted in a two-days seminar on obstetric hemorrhage where teams working in obstetric wards of six Italian hospitals took part in simulations. The tool was used as a guide for the debriefing and as a peer-to-peer feedback. It was then rated for its usefulness in facilitating the reflection upon one’s own behavior, its ease of use, and its usefulness for the peer-to-peer feedback. The ratings were positive, with a median of 4 on a 5-point scale. The CRM observational tool has therefore been well-received and presents a promising level of inter-rater agreement. We believe the tool could have value in facilitating debriefing and in the peer-to-peer feedback. PMID:29510491