Conversation Starter: Advancing the Theory of Peer-Assisted Learning

Callese, Tyler E.; Strowd, Roy E.; Navarro, Benino; Rosenberg, Ilene; Hurtado, Christine Waasdorp; Tai, Joanna; Riddle, Janet; Cianciolo, Anna T.

doi:10.1080/10401334.2018.1550855

Cited by 15 publications

(7 citation statements)

References 30 publications

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“…A lack of guidance on the role of the supervisor in peer learning may allow inappropriate practices of putting students in the same location in a clinical setting and expecting peer learning to just happen by itself, 39 especially when peer learning has been used as a solution to staffing problems 31,40,41 . The lack of guidance may also compromise patient safety in clinical settings where responsibility for the patient cannot lie with the student tutor who is not yet qualified.…”

Section: Introductionmentioning

confidence: 99%

What about the supervisor? Clinical supervisors’ role in student nurses’ peer learning: A phenomenographic study

et al. 2020

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Introduction Peer learning is increasingly used for healthcare students in the clinical setting. However, as peer learning between students involves students taking a teaching role, it is unclear what the supervisor's role then becomes. It is vital to determine the role of the supervisor in student peer learning to ensure high quality learning and patient safety. Methods Semi‐structured interviews were performed with 15 student nurse supervisors (nurses and assistant nurses) from two hospital wards that practice peer learning to investigate the different ways clinical supervisors view their role in students' peer learning. Transcribed data were coded and analysed using a phenomenographic approach. Results Four hierarchical levels of the supervisor's understanding of their role in students’ peer learning were identified: the teacher; the facilitator; the stimulator; and the team player. These categories represent an increasingly inclusive view of which people present on the ward play a role in enabling effective peer learning. Conclusions The various understandings of supervisor roles have implications for how supervision of peer learning could be implemented in the future.

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Section: Introductionmentioning

confidence: 99%

What about the supervisor? Clinical supervisors’ role in student nurses’ peer learning: A phenomenographic study

et al. 2020

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“…Overall, going by responses received to the survey and in the reflective pieces, students were overwhelmingly satisfied with their experience and the exercise seemed to go a long way towards achieving the aforementioned purposes. That said, a well known limitation of any PAL initiative is that peers are not professional teachers (Callese et al, 2019). A number of students indicated that they would have liked more guidance as regards what was expected from them as peer assessors.…”

Section: Lessons Learned and Future Changesmentioning

confidence: 99%

The European Conference on Education 2022: Official Conference Proceedings

2022

ECE Official Conference Proceedings

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Education has been affected by the spread of COVID-19, and schools were closed for almost 2 years in the Czech Republic. During the pandemic, teacher stress has been intensified by distance education as well as by limited access to social support, which might function as a buffer in experiencing stress. The aim of our study was to analyze experience and attitudes of teachers to the online distant teaching during the Covid-19 pandemic and to confront them with the results of their discomfort level. The survey was realized in a group of 492 teachers who exercised their profession during the quarantine. Most teachers reported high level of stress during online teaching due to their effort to offer good performance. Teachers also stated their work involvement required serious and accurate preparation for classes which was time consuming. Results in a standardized inventory showed high level of teacher emotional exhaustion, but did not show higher level in depersonalization and personal accomplishment.

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“…18 Callese et al in their commentary about the advancing theory of PAL, thoroughly discussed this issue and attempted to overcome it by revisiting the definition of PAL. 34 They sought to construct a more descriptive definition of PAL and stated that: PAL is a social practice of mutually beneficial personal and professional development among learners interacting as status equals, characterized by safety, comfort, motivation through relevance, and intellectual risk-taking. 34 This definition revealed the complexity of a PAL intervention via embracing the educational theories behind it.…”

Section: Theorymentioning

confidence: 99%

“…When designing and implementing a PAL program, it is essential to adhere to the educational theories in each step of the designing and implementation to achieve the favorable outcomes. 34,37,38 The educational theories underlying PAL include the cognitive congruence and the social congruence. 36 In our framework, we emphasized including both theories for designing and implementation of a successful PAL program.…”

Section: Theorymentioning

confidence: 99%

A Proposed Framework to Develop, Describe and Evaluate Peer-Assisted Learning Programs

Balilah

Babgi

Alnemari

et al. 2020

AMEP

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Phenomenon Peer-assisted learning (PAL) is increasingly used in different fields of education, including medical education, due to its established advantages. However, there are scarce data about the best practice guidelines for PAL program evaluation. The aim of this work was to develop a framework that can describe and develop PAL programs and consequently provide a tool for evaluation and comparison of PAL programs among different institutions. Approach A thorough literature review was made for assessment of different PAL programs development and implementation strategies, and PAL leaders at the University of Umm Al-Qura in Saudi Arabia were interviewed for development and revision of a framework for PAL program development, description and evaluation. Findings A framework of four sections was developed ie context, theory, implementation processes and outcomes, and emergence. The context includes the learning objectives and the logistics. The theory includes the content nature, program design, number of tutees and tutors, participation, program orientation, program duration and timing, tutor recruitment and preparation and faculty involvement. Implementation process and outcome section includes the feedback collection and the pre- and post-intervention students’ assessment. The emergence includes tracking the program evolution. Insights Development of a clear well-defined framework for description, implementation and evaluation of a PAL educational program can provide a foundation to unify the terms organizations use to communicate the parameters of PAL programs and overcome the jargon about PAL in the literature. It also can provide comparisons between the programs in an attempt to set best practice guidelines in the future for PAL program developing and implementation.

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Conversation Starter: Advancing the Theory of Peer-Assisted Learning

Cited by 15 publications

References 30 publications

What about the supervisor? Clinical supervisors’ role in student nurses’ peer learning: A phenomenographic study

What about the supervisor? Clinical supervisors’ role in student nurses’ peer learning: A phenomenographic study

The European Conference on Education 2022: Official Conference Proceedings

A Proposed Framework to Develop, Describe and Evaluate Peer-Assisted Learning Programs

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