Peer assisted learning and blogging: A strategy to promote reflective practice during clinical fieldwork

Abstract

The use of peer assisted learning in clinical education is explored in this case study. Groups of undergraduate physiotherapy students were structured into communities of practice during the second half of their clinical fieldwork program. They collaborated online in an asynchronous manner, using information communications technology (blogs) and focussed their discussion on professional practice and evidence based practice issues. Each blog group was composed of four to five fourth year physiotherapy students in their final year of clinical fieldwork. Each blog group was moderated by an academic moderator. Focus groups were structured to collect information on the experience and outcomes associated with the community of practice experience. The blog was very valuable and heightened learning, built trust, and supported learners to integrate theory to practice. A range of issues were also identified, however, that need to be considered to improve the blogging experience such as increasing the size of the group and providing more detailed guidelines. Clinical fieldwork programs looking to elevate the reflective practice component of professional development should consider blogging as an option.

Learner Experiences and Perceptions of Using Social Media Tools in Formal Workplace Learning

“…Learners are seen as active participants and co-produces-prosumers-instead of passive consumers and learning as a social process [10]. Consequently, what is learning and how it becomes visible needs to be re-evaluated [8]: Non-engaged learner may still be learning [7] and contributing does not automatically imply learning [8]. Learners may also fail to see social learning as real learning if it does not fit their pre-conception of learning [6].…”

“…writing blogs that others can see and comment instead of learning journals for instructor(s), are still part of social learning, social media in particular provide a community of peers [7] and thus enable getting "feedback, constructive criticism and validation" from interactions with peers [14].…”

“…This can function as a source of learning even if none of the learners knows the answer by enabling them to "contextualize current knowledge" and to develop "skills to deal with situations in the future" [7].…”

Learning with Social Technologies: Workplace Learner Experiences of Wiki and Blog and Perceptions of PLE

“…Consequently, adding social media to e-learning is not so much about tools and technology but rather about "concepts, practices and attitudes" that guide incorporating social tools to be a part of e-learning [13]. While blog use is proliferating in e-learning, the number of in-depth studies of its use is still inadequate [9]. Used typically as a shared learning journal/diary, blog is seen as having potential to encourage reflective thinking [9], [14].…”

“…While blog use is proliferating in e-learning, the number of in-depth studies of its use is still inadequate [9]. Used typically as a shared learning journal/diary, blog is seen as having potential to encourage reflective thinking [9], [14]. Feedback from peers and trainers is seen as integral to the experience, as interactivity allows for coproducing knowledge [9].…”