Implementing Peer Learning in the Clinical Setting

• In Event: 54.038 - Learning Through Same-Level Peers in Clinical Education

Abstract

Background: Approaches that promote peer learning in health professional education are becoming increasingly common, varied and generally well accepted. 18 Commonly cited benefits of this approach include improved learning opportunities, reduced student anxiety, improved problem solving and evaluation skills and reduced dependence on the clinical teacher. 19 Despite these positive outcomes, utilising peer learning in the clinical environment presents challenges, and clinical teachers cannot simply co-locate students and expect peer learning to naturally occur. 18,20 For peer learning to be successful, it is not enough for teachers to have a philosophical commitment to facilitating learning amongst student peers but to intentionally facilitate peer learning. This presentation describes a range of strategies that encourage active participation in peer learning to maximise the benefits for students and teachers.
Methods: This presentation has been developed based on current literature and the authors experience designing and testing peer learning models and peer learning education in the clinical setting.20–22
Results: Implementation strategies will be described using the COM-B ('capability', 'opportunity', 'motivation' and 'behaviour') model .23 The COM-B is a behaviour change framework which has been applied in research into changing behaviours in health, and can be extrapolated to the education context.
Discussion: To implement peer learning successfully in the clinical environment, teachers are encouraged to employ specific implementation strategies. Teachers can generate sufficient capability for peer learning by assessing and building on students’ and their own educational skills, particularly relating to identifying goals for performance, and observation, feedback and teaching skills. Teachers can create opportunities for peer learning by timetabling specific activities, enabling student autonomy and structuring the environment and activities to maximise cooperation. Students may be motivated to engage in peer learning by providing them with information on the benefits for them as learners and future health professionals, and how peer learning can contribute to positive performance assessment. Introducing peer learning does not require teachers to step away from their teaching responsibilities in the workplace, but rather asks them to work differently. Goals of implementing peer learning are for students to reap benefits within placements and to adopt collaborative skills and evaluative habits that hold them in good stead for their future health professional roles.

Author

• Samantha Sevenhuysen, Monash University