Implementing peer learning in clinical education: a framework to address challenges in the "real world" Tai, Joanna Hong Meng, Canny, Benedict J., Haines, Terry P. and Molloy, Elizabeth K. 2016, Implementing peer learning in clinical education: a framework to address challenges in the "real world", Teaching and learning in medicine, pp. 1-11, doi: 10.1080/10401334.2016.1247000. Attached Files Name Description MIMEType Size Downloads Title Implementing peer learning in clinical education: a framework to address challenges in the "real world" Author(s) Tai, Joanna Hong Meng orcid.org/0000-0002-8984-2671 Canny, Benedict J. Haines, Terry P. Molloy, Elizabeth K. Journal name Teaching and learning in medicine Start page 1 End page 11 Total pages 11 Publisher Routledge Place of publication Abingdon, Eng. Publication date 2016-12-20 ISSN 1532-8015 Keyword(s) peer learning challenges in clinical education qualitative research Summary Phenomenon: Peer learning has many benefits and can assist students in gaining the educational skills required in future years when they become teachers themselves. Peer learning may be particularly useful in clinical learning environments, where students report feeling marginalized, overwhelmed, and unsupported. Educational interventions often fail in the workplace environment, as they are often conceived in the "ideal" rather than the complex, messy real world. This work sought to explore barriers and facilitators to implementing peer learning activities in a clinical curriculum. APPROACH: Previous peer learning research results and a matrix of empirically derived peer learning activities were presented to local clinical education experts to generate discussion around the realities of implementing such activities. Potential barriers and limitations of and strategies for implementing peer learning in clinical education were the focus of the individual interviews. FINDINGS: Thematic analysis of the data identified three key considerations for real-world implementation of peer learning: culture, epistemic authority, and the primacy of patient-centered care. Strategies for peer learning implementation were also developed from themes within the data, focusing on developing a culture of safety in which peer learning could be undertaken, engaging both educators and students, and establishing expectations for the use of peer learning. Insights: This study identified considerations and strategies for the implementation of peer learning activities, which took into account both educator and student roles. Reported challenges were reflective of those identified within the literature. The resultant framework may aid others in anticipating implementation challenges. Further work is required to test the framework's application in other contexts and its effect on learner outcomes. Notes In Press Language eng DOI 10.1080/10401334.2016.1247000 Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy 130202 Curriculum and Pedagogy Theory and Development 1115 Pharmacology And Pharmaceutical Sciences 1302 Curriculum And Pedagogy Socio Economic Objective 930102 Learner and Learning Processes HERDC Research category C1 Refereed article in a scholarly journal ERA Research output type C Journal article Copyright notice ©2016, Taylor & Francis Group Persistent URL http://hdl.handle.net/10536/DRO/DU:30090460 Document type: Journal Article Collection: Centre for Research in Assessment and Digital Learning (CRADLE) Related Links Link Description Connect to in press version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 09 Jan 2017, 14:05:38 EST Tue, 10 Jan 2017, 04:01:04 EST Sat, 21 Jan 2017, 01:33:00 EST Thu, 09 Mar 2017, 05:08:40 EST Wed, 15 Mar 2017, 13:53:44 EST Wed, 15 Mar 2017, 13:57:44 EST Wed, 15 Mar 2017, 13:58:29 EST Fri, 21 Apr 2017, 13:48:55 EST Sat, 29 Apr 2017, 02:33:40 EST Sat, 20 May 2017, 02:30:24 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 12 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Mon, 09 Jan 2017, 14:05:38 EST

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