A Peer-Led Interprofessional Simulation Experience Improves Perceptions of Teamwork

Lairamore, Chad; Reed, Clinta Ché; Damon, Zack J.; Rowe, Veronica T.; Baker, Jacob; Griffith, Keitha; VanHoose, Lisa

doi:10.1016/j.ecns.2019.05.005

Cited by 13 publications

(6 citation statements)

References 24 publications

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“…This interprofessional peer-learning experience may translate to benefits for team working in the clinical setting as other studies have found that interprofessional learning is one of the most effective ways to promote collaborative practice in the workplace [ 35 ]. Peer-led interprofessional learning also encourages development of professional identity and a positive attitude towards collaboration [ 34 , 36 ]. While developing knowledge is an important goal of peer-led activities, the cultivation of professional identity, and attitude to team working is essential.…”

Section: Discussionmentioning

confidence: 99%

“…There would be many opportunities for this approach to learning across the courses in health sciences where eight health professions are learning in close physical spaces within a University school structure. Examples of successful implementation of peer-led teaching/learning in healthcare education include basic life support skill training [ 42 ] and interprofessional simulation [ 36 ].…”

Section: Discussionmentioning

confidence: 99%

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The effectiveness of interprofessional peer-led teaching and learning for therapeutic radiography students and Speech and Language Therapy students

Flood,

Duffy

2024

PLoS ONE

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Background Therapeutic Radiographers (RT) and Speech and Language Therapists (SLT) work closely together in caring for people with head and neck cancer and need a strong understanding of each others’ roles. Peer teaching has been shown to be one of the most effective methods of teaching; however, no studies to date, have involved RT and SLT students. This research aims to establish the effectiveness and perceptions of peer-led teaching between undergraduate RT and SLT students in Ulster University. Methods Twenty SLT students and 14 RT students participated. Knowledge tests were taken online before the peer-led teaching session (T1), after the session (T2) and 3 months later (T3). Students’ perceptions of the experience were collected at the end of the session. Wilcoxon signed-rank tests were used to analyse the impact of the intervention on knowledge scores. Qualitative content analysis was used for open text response data. Results RT students’ own professional knowledge score at T2 was statistically significantly higher than the score at T1; the score at T3 was not deemed to be statistically significantly higher. RT students’ SLT knowledge score at T2 and T3 was found to be statistically significantly higher than the score at T1. SLT students’ own professional knowledge score was not statistically significantly higher at T2 or T3 than T1. They did have a statistically significantly higher score at T2 on the RT test, but score at T3 was not deemed to be statistically significantly higher. The majority of students across both professions agreed or strongly agreed that the peer-led teaching experience had a positive impact on their learning. Conclusion This investigation highlights the benefits of an interprofessional peer-led teaching intervention for RT and SLT students and the findings add to the evidence of more objective study of knowledge gain as a result of interprofessional peer teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The effectiveness of interprofessional peer-led teaching and learning for therapeutic radiography students and Speech and Language Therapy students

Flood,

Duffy

2024

PLoS ONE

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“…This further raises questions about whether SLDs may or may not be more suitable for certain populations, such as students undergoing early training or postgraduates who are relatively more experienced in SBE. Training peers as facilitators, who then act in an ‘instructor’ role, rather than as part of the learner group, has also been reported as an effective method to positively influence debriefing outcomes [ 101 , 102 ]. However, training learners to facilitate SLDs involves significant resource commitments, thus negating some of the initial reasons for instigating SLDs.…”

Section: Discussionmentioning

confidence: 99%

Exploring in-person self-led debriefings for groups of learners in simulation-based education: an integrative review

Kumar,

Somerville

2024

Adv Simul

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Background Facilitator-led debriefings are well-established for debriefing groups of learners in immersive simulation-based education. However, there has been emerging interest in self-led debriefings whereby individuals or groups of learners conduct a debriefing themselves, without the presence of a facilitator. How and why self-led debriefings influence debriefing outcomes remains undetermined. Research aim The aim of this study was to explore how and why in-person self-led debriefings influence debriefing outcomes for groups of learners in immersive simulation-based education. Methods An integrative review was conducted, searching seven electronic databases (PubMed, Cochrane, Embase, ERIC, SCOPUS, CINAHL Plus, PsychINFO) for peer-reviewed empirical studies investigating in-person self-led debriefings for groups of learners. Data were extracted, synthesised, and underwent reflexive thematic analysis. Results Eighteen empirical studies identified through the search strategy were included in this review. There was significant heterogeneity in respect to study designs, aims, contexts, debriefing formats, learner characteristics, and data collection instruments. The synthesised findings of this review suggest that, across a range of debriefing outcome measures, in-person self-led debriefings for groups of learners following immersive simulation-based education are preferable to conducting no debriefing at all. In certain cultural and professional contexts, such as postgraduate learners and those with previous debriefing experience, self-led debriefings can support effective learning and may provide equivalent educational outcomes to facilitator-led debriefings or self-led and facilitator-led combination strategies. Furthermore, there is some evidence to suggest that self-led and facilitator-led combination approaches may optimise participant learning, with this approach warranting further research. Reflexive thematic analysis of the data revealed four themes, promoting self-reflective practice, experience and background of learners, challenges of conducting self-led debriefings and facilitation and leadership. Similar to facilitator-led debriefings, promoting self-reflective practice within groups of learners is fundamental to how and why self-led debriefings influence debriefing outcomes. Conclusions In circumstances where simulation resources for facilitator-led debriefings are limited, self-led debriefings can provide an alternative opportunity to safeguard effective learning. However, their true value within the scope of immersive simulation-based education may lie as an adjunctive method alongside facilitator-led debriefings. Further research is needed to explore how to best enable the process of reflective practice within self-led debriefings to understand how, and in which contexts, self-led debriefings are best employed and thus maximise their potential use.

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“…Snow et al (2019) explained that peer learning encourages student involvement in completing assignments is higher and obtains deeper learning than just answering questions and allows students to compose, evaluate and comment on questions and answers with friends. Peer learning increases enthusiasm, self-efficacy and readiness among students in addition to improving leadership skills (Lairamore et al, 2019). Students showed an increase in positive perceptions of teamwork and collaborative practices.…”

Section: Conceptual Frameworkmentioning

confidence: 96%

Implications Trends of Peer Learning in the STEM Teaching and Learning Process: A Systematic Literature Review (SLR)

Bahari¹,

Matore²

2023

IJARPED

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Peer learning is a student-based learning process, where students help other students in their learning process. This self-study study is important to help students improve their understanding, especially in the context of STEM (Science, Technology, Engineering and Mathematics). Unfortunately, studies related to the implications of peer learning trends are not discussed much, especially in the context of STEM despite having many advantages. Thus, this study aims to analyze the trend of peer learning implications that are most often used through the highlights of previous studies and further develop a conceptual framework in the STEM teaching and learning process. Two databases namely SCOPUS and WOS were used in the screening of articles using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) which includes selection criteria, search strategy, data collection, selection process and data analysis for the articles obtained. This study uses systematic literature highlights (SLR) in producing a trend analysis of the implications of peer learning among students. SLR survey through the analysis of publication year trends, study country trends and related variable trends through the main phase which is planning, analyzing and reporting are phases in the SLR method. Findings show that the number of studies is increasing starting in 2018 until 2022. This shows that peer learning among students is increasingly considered important to be used as a variable in a study. The trend of country analysis shows that Finland is the country that conducts the most research on the implications of peer learning followed by Turkey and France. A total of 30 articles were identified in this 5-year period through the set criteria. The findings of the study show that the most dominant implication trend in peer learning is increased student involvement followed by improved communication skills and accelerated learning. The conceptual framework formed involves three main elements in this trend of implications, namely increasing student engagement, improving communication skills and accelerating learning. The idea behind this study is to improve the quality of teaching and learning in schools so that it can have a more positive effect in the effort to produce excellent students. Therefore, further research developed in the future is very necessary to examine whether the other two implication trends, namely building networks and gaining new perspectives can be included in the conceptual framework developed. Apart from that,

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A Peer-Led Interprofessional Simulation Experience Improves Perceptions of Teamwork

Cited by 13 publications

References 24 publications

The effectiveness of interprofessional peer-led teaching and learning for therapeutic radiography students and Speech and Language Therapy students

The effectiveness of interprofessional peer-led teaching and learning for therapeutic radiography students and Speech and Language Therapy students

Exploring in-person self-led debriefings for groups of learners in simulation-based education: an integrative review

Implications Trends of Peer Learning in the STEM Teaching and Learning Process: A Systematic Literature Review (SLR)

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