Peer‐led information literacy training: a qualitative study of students’ experiences of the NICE Evidence search Student Champion Scheme

Abstract

Background The National Institute for Health and Care Excellence (NICE) Evidence search Student Champion Scheme aims to enable undergraduate health and social care students to teach their peers skills for information literacy (IL), thereby encouraging future evidence‐based practice. Objectives To analyse the Student Champions’ teaching methods; discover what effects the Scheme had on their IL; and uncover any differences between disciplines. Methods Fifty‐one reflective reports, written by Student Champions and submitted to NICE, were thematically analysed using a non‐linear six‐stage model. Four health disciplines from academic year 2017/2018 were featured. Results (a) Students preferred active teaching methods; (b) reported benefits of participation included gaining/developing new skills and increased confidence; (c) students believed that participating improved their skills for IL; (d) multiple recommendations for improving the Scheme were given; and (e) students wanted the Scheme to be offered earlier in their degrees. Discussion Champions from all disciplines positively benefit from participating in the Scheme. However, they also have concerns which are not well‐documented in the literature. Conclusion Student Champions have overall positive experiences. There is demonstrated improvement in their IL, and they become familiar with a useful evidence‐based practice resource. They also offer recommendations for future improvements to the Scheme.

Better together: experiential learning in peer-led research services

“…Testimonials also show broadened knowledge of potential career and academic pathways open to them, including several PALs interested in librarianship following the program. This is in line with academic library research demonstrating the effectiveness of peer-led models at exposing students to new or unknown career paths (Aylward et al., 2020; Stevens, 2013). An exposure to a variety of research fields can help open their minds to possible futures for themselves.…”

“…Experience-based educational opportunities, such as service learning, internships, work-study assignments and field placements, have grown in popularity among university programs due to their role in linking knowledge acquisition, specialization and integration of applied skills (Kolb and Kolb, 2005; Kolb, 2015). Studies show notable academic benefits for peer educators such as improved literacy skills and increased research confidence (Aylward et al., 2020; O'Kelly, 2015; Rex and Whelan, 2019; Reiter and Cole, 2019; Ten Cate and Durning, 2007). Additionally, data from the National Peer Educator Survey indicates a wide range of advantages for peer educators, from inquiry-based problem solving to building interpersonal skills (Lemon and Wawrzynski, 2021).…”

“…, 2003; Cornforth and Parramore, 2021; Piele, 1982). Case studies and testimonials show that peer educators found the learning experience useful for their future careers including exposure to new professional pathways (Aylward et al., 2020; Holtze and Maddox, 2002; Stevens, 2013).…”

Exploring UK veterinary students’ use of online resources as a tool for studying small animal internal medicine

“…To support this, veterinary schools may be able to provide a course in digital literacy to students early on in their university education where principles of analysis, evaluation and evidence appraisal are taught. Such interventions have been applied in medicine and nursing education with excellent results on improving digital literacy 39–41 . These courses can also be effectively taught as an e‐learning curriculum 42 or in peer‐led sessions 43,44 .…”

“…Such interventions have been applied in medicine and nursing education with excellent results on improving digital literacy. [39][40][41] These courses can also be effectively taught as an e-learning curriculum 42 or in peer-led sessions. 43,44 Learning outcomes can be mapped against available guidance, such as the Joint Information Systems Committee's seven elements of digital literacy: media literacy, communication and collaboration, career and identity management, information and communication technology literacy, learning skills, digital scholarship and information literacy.…”