Impact of Peer-Coaching on the Clinical Reasoning of the Novice Practitioner

Ladyshewsky, Richard K.

doi:10.2310/6640.2004.15341

Cited by 13 publications

(13 citation statements)

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“…Peer learning is a term often used in 275 Skøien et al /Physiotherapy Theory and Practice 25 (2009) 268-278 Physiother Theory Pract Downloaded from informahealthcare.com by University of South Florida on 11/03/14 relation to learning between students in practical settings (Falchikov, 2001). This is in line with the importance of collaborative learning in clinical placements, reported in several other studies (Baldry Currens, 2003;DeClute and Ladyshewsky, 1993;Moore, Morris, Crouch, and Martin, 2003;Ladyshewsky, 2004;Lindquist et al, 2006). The presence of fellow students allows the students to express their feelings about clinical experiences, help each other, share responsibility, and have someone to call upon when uncertain (Bennett, 2003;Stiller, Lynch, Phillips, and Lambert, 2004).…”

Section: Enough Time and Spacesupporting

confidence: 86%

Learning physiotherapy in clinical practice: Student interaction in a professional context

Skøien¹,

Vågstøl²,

Raaheim

2009

Physiotherapy Theory and Practice

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A situated perspective on learning implies looking at learning as a process of social interaction. Learning is linked to participation and engagement in situations and activities that make up the community of practice. The aim of this study was to explore how important students perceive interaction in the community of practice to be for their learning. We chose a qualitative approach using semistructured interviews. The informants were five interns and five third-year students. The interviews were analysed by using a phenomenographic framework. Four descriptive categories were identified: 1) feeling welcome and included; 2) having enough time and space; 3) the importance of a fellow student; and 4) the patient as my teacher. In environments in which students feel welcome and included, they are allowed to test their ability to gain and develop experience, and they become active participants of a community. As active participants, students have access to a variety of learning situations. If learning is understood as a dynamic process during which all participants develop, there will be mutual interaction between students and the professional community. When learning becomes integrated into practice and has consequences for development of the community, responsibility for the learning of others becomes important.

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Section: Enough Time and Spacesupporting

confidence: 86%

Learning physiotherapy in clinical practice: Student interaction in a professional context

Skøien¹,

Vågstøl²,

Raaheim

2009

Physiotherapy Theory and Practice

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“…Pyschomotor gains also showed greater improvement in the peer-taught group. The results from Iwasiw & Goldenberg are in line with several other studies suggesting the benefits of peer discussion (Ladyshewsky (2002) and Ladyshewsky (2004)). This value of collaborative support is also seen in the comments from this survery, for example, 'feedback on subjective and clinical reasoning on objective' and 'feedback on area for development'.…”

Section: Ratingsupporting

confidence: 82%

“…Peer coaching was devised to help support the implementation of novel concepts effectively in the classroom. Since its inception, it has been used in the education of healthcare professionals, and specifically physiotherapy with promising results (Ladyshewsky, 2004& Ladyshewsky, 2002. Ladyshewsky (2010) suggests there are many advantages to the peer coaching model including; encouragement of student responsibility for learning, helping students to wean themselves from considering clinical educators as the sole source of knowledge and understanding, opportunity for students to explore alternative problems solutions in a safe environment, development of social interaction and communications skills, enhancement of student satisfaction with the learning experience and enhancement of self-esteem.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of the usefulness of peer coaching to facilitate clinical reasoning – a survey of physiotherapy students

Mallows¹,

Francis-Wright²

2016

MedEdPublish

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Peer coaching involves a non-evaluative relationship, in which students work collaboratively by observing each other and providing consultative assistance. This model of learning has been used in physiotherapy education with promising results, but to date the perceptions of physiotherapy students as to the usefulness of the method to develop clinical reasoning has yet to be explored. MethodsA paired design framework was employed, with paired students examining another student acting as a patient. The peer coaching sessions were weekly, over ten weeks and lasted 1 hour. After the tenth session individual students were surveyed regarding the usefulness of peer coaching to develop clinical reasoning skills. A total of thirty students were surveyed. ResultsUsing an 11-point numerical rating scale, with a score of 10 rated as 'most helpful', all students rated the usefulness of peer coaching at 7/10 or higher. The responses behind this include the collaborative nature of working, the reduced perceived threat and the development of cognitive and metacognitive skills. ConclusionThe feedback obtained from the students participating in peer coaching suggests that they found it a beneficial, enjoyable and productive method for developing clinical reasoning skills. In a wider picture, the encouragement of including peer coaching to clinical placements should be considered.

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“…Although the MOF was designed as a framework for clinical teachers and students, its principles could easily be applied to peer feedback. Others have demonstrated educational gains through peer feedback systems [ 42 ]. Peers may be able to provide effective additional feedback to the learner, again satisfying the students’ request for increased volumes of feedback.…”

Section: Discussionmentioning

confidence: 99%

The evaluation of an evidence-based model of feedback implemented on an undergraduate dental clinical learning environment

et al. 2022

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Objectives Dental graduates must graduate with high levels of clinical skills. Education in the clinical environment needs to be more than didactic supervision of practice by clinical teachers. Appropriate feedback in this context, is therefore critical to the development of student competence and confidence. This study was conducted to enhance and develop the assessment and feedback processes during clinical sessions in a Dental University Hospital in an effort to contribute to the development of students’ self-assessment skills, reflective ability and clinical competence. Methods A new evidence-based model of feedback was introduced between clinical teachers and dental students. The implementation of this model was evaluated by students through a survey and focus groups. Descriptive and inferential statistics were applied to the quantitative data, while thematic analysis applied to the qualitative data. Results Findings from the survey indicated that students perceived the new model of feedback to be a positive addition to their learning experiences. The majority indicated a preference to continue using it. Quantitative analysis also demonstrated that students placed a high value on the feedback they received through the new model and associated it with improved individual performance. Five themes generated from the qualitative analysis echoed the perception that the model of feedback enhanced learning opportunities, especially when it was focused on individual performance and incorporated peer feedback. Students’ preferences in relation to feedback processes were also gleamed from quantitative and qualitative analyses, that is, provision of positive and constructive feedback, both in dialogue and in written formats, delivered during and after each clinical session and addressing their individual competency learning goals for the future. Some challenges to be addressed were also identified (e.g., time constraints, inter-personal issues, and non-conducive environments). Conclusions Feedback is central to learning and remains a complex and challenging area. By adopting effective and evidence-based feedback practices through the introduction of a feedback model, students can be supported in regulating their own learning in the clinical learning environment.

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Impact of Peer-Coaching on the Clinical Reasoning of the Novice Practitioner

Cited by 13 publications

References 0 publications

Learning physiotherapy in clinical practice: Student interaction in a professional context

Learning physiotherapy in clinical practice: Student interaction in a professional context

Perceptions of the usefulness of peer coaching to facilitate clinical reasoning – a survey of physiotherapy students

The evaluation of an evidence-based model of feedback implemented on an undergraduate dental clinical learning environment

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