Adult learners and professional development: peer‐to‐peer learning in a networked community

2008 ◽  
Vol 27 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Karen Guldberg
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Peer Learning ◽  
Peer To Peer

A Multifaceted Approach to Public Health Career and Professional Development Training

2018 ◽  
Vol 20 (6) ◽  
pp. 932-940
Author(s):  
Kristy J. Sherrer ◽  
Michael L. Prelip
Keyword(s):  
Public Health ◽  
Professional Development ◽  
Career Counseling ◽  
Core Competencies ◽  
Peer Learning ◽  
Peer To Peer ◽  
Multifaceted Approach ◽  
Alumni Engagement ◽  
Professional Development Training ◽  
Mandatory Participation

The purpose of this article is to describe how a multifaceted approach to career and professional development training, focused on core competencies, student-driven programming, inter and multidisciplinary collaboration, and cultivating a community of insight and support, is being implemented by a university Public Health Career Services office with limited staff and resources and to share these practices for other public health programs to scale this approach to their own students’ needs. The design of the career and professional development training program comprised five main approaches: (1) one-on-one career counseling, (2) peer-to-peer learning workshops, (3) community partnerships and experiential opportunities, (4) student-driven programming, and (5) accessible training and digital resources. All programs were tracked to gauge participation and to assess effectiveness. Noteworthy findings from program evaluations include (1) a large increase in student confidence levels in professionalism topics, from all of the school’s departments; (2) benefits of student-driven programming and peer-to-peer learning, and (3) importance of employer and alumni engagement. Rather than use an optional participation model, it is recommended that a cohort model or mandatory participation be implemented as the opportunity to build on curriculum is vital.

Revisiting competences of adult learning facilitators: Perspectives from the Mongolian context

2021 ◽  
pp. 147797142110031
Author(s):  
Togtokhmaa Zagir ◽  
Helga Dorner
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Adult Learning ◽  
Needs Assessment ◽  
Vital Role ◽  
International Studies ◽  
Teaching Role ◽  
Core Competences ◽  
Key Stakeholders

Competent adult learning facilitators play a vital role in improving the quality of adult learning programmes. This article thus explores common and core competences of adult learning facilitators from the perspective of key stakeholders, such as facilitators, adult learners and administrators. By synthesising previous international studies, we developed a survey and collected data in Mongolia ( n = 227). We identified adult learning facilitators’ common and core competences focusing on their teaching role. As found, areas of adult learners’ needs assessment, communication and motivation should be integrated in professional development programmes in order to aim for a better completion rate and higher participation of target audiences in adult learning programmes.

scholarly journals Reflective Writing about Near-Peer Blogs: A Novel Method for Introducing the Medical Humanities in Premedical Education

2021 ◽  
Author(s):  
Rachel Conrad Bracken ◽  
Ajay Major ◽  
Aleena Paul ◽  
Kirsten Ostherr
Keyword(s):  
Medical Student ◽  
Qualitative Analysis ◽  
Narrative Analysis ◽  
Academic Medicine ◽  
Medical Humanities ◽  
Peer Learning ◽  
Peer To Peer ◽  
Reflective Writing ◽  
Premedical Students ◽  
Blog Posts

AbstractNarrative analysis, creative writing, and interactive reflective writing have been identified as valuable for professional identity formation and resilience among medical and premedical students alike. This study proposes that medical student blogs are novel pedagogical tools for fostering peer-to-peer learning in academic medicine and are currently underutilized as a near-peer resource for premedical students to learn about the medical profession. To evaluate the pedagogical utility of medical student blogs for introducing core themes in the medical humanities, the authors conducted qualitative analysis of one hundred seventy-six reflective essays by baccalaureate premedical students written in response to medical student-authored narrative blog posts. Using an iterative thematic approach, the authors identified common patterns in the reflective essays, distilled major themes, coded the essays, and conducted narrative analysis through close reading. Qualitative analysis identified three core themes (empathic conflict, bias in healthcare, and the humanity of medicine) and one overarching theme (near-peer affinities). The premedical students’ essays demonstrated significant self-reflection in response to near-peer works, discussed their perceptions of medical professionalism, and expressed concerns about their future progress through the medical education system. The essays consistently attributed the impact of the medical student narratives to the authors’ status as near-peers. The authors conclude that reading and engaging in reflective writing about near-peer blog posts encourages premedical students to develop an understanding of core concepts in the medical humanities and promotes their reflection on the profession of medicine. Thus, incorporating online blogs written by medical trainees as narrative works in medical humanities classrooms is a novel pedagogical method for fostering peer-to-peer learning in academic medicine.

scholarly journals Incorporating Telementorship Into Laboratory Capacity Building Initiatives for Improved AMR Surveillance in Ethiopia

2020 ◽  
Vol 41 (S1) ◽  
pp. s41-s42
Author(s):  
Martin Evans ◽  
Rajiha Abubeker ◽  
Surafel Fentaw Dinku ◽  
Thuria Adem ◽  
Abera Abdeta ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Capacity Building ◽  
Peer Learning ◽  
Peer To Peer ◽  
Collaborative Problem Solving ◽  
Surveillance Network ◽  
Project Echo ◽  
Laboratory Capacity ◽  
Case Presentations

Background: In July 2017, recognizing the threat that antimicrobial resistance poses to the population, the Ethiopian Public Health Institute (EPHI) launched the Ethiopia AMR Surveillance Network at 4 sentinel laboratories. Simultaneously, laboratory capacity building was initiated to ensure the reporting of quality laboratory data to the surveillance system. One initiative, Project ECHO (Extension for Community Healthcare Outcomes) was used to virtually connect subject matter experts with participating laboratories in remote settings to provide ongoing education and telementoring and to foster peer-to-peer learning and problem solving in microbiology. The 10-month project was supported by the Centers for Disease Control and Prevention (CDC) and the American Society for Microbiology (ASM).Methods: Biweekly 1-hour sessions were held by ASM for 2 sentinel sites, Tikur Anbessa Specialized Hospital and the EPHI Clinical Microbiology and Mycology Laboratory, using a videoconferencing platform. Each virtual session consisted of a didactic session, a case presentation by a participating laboratory, open discussion and feedback. Case presentations focused on technical challenges and problems encountered in the preanalytical, analytical, and postanalytical phases of microbiology testing. Experts from CDC and ASM provided feedback along with a summation of key learning objectives. Sessions were recorded and post session reports were shared with participants. To assess participants’ baseline knowledge, a comprehensive pretest was administered prior to the first session. The same instrument was administered as a posttest 2 weeks after the final session. Unstructured interviews were also conducted to assess participants’ perceptions of the value of ECHO to their work. Results: Mean pretest scores were 69.25% and the posttest scores were 71.04%, a difference of 1.79% (P = NS). Participant interviews revealed perceived benefits of ECHO participation to include enhanced critical thinking and problem resolution in microbiology, increased communication and improved working relationships between participating sites, and improved understanding and application of CLSI standards. As a result of Ethiopia’s participation in Project ECHO, 23 case presentations have been added to ECHO Box, a resource bank and web portal, which allows members of the ECHO community to share and access didactics, documents, and learning materials. Conclusions: Despite minimal difference between pretest and posttest scores, the Project ECHO experience of virtual case-based learning and collaborative problem solving has encouraged critical thinking, peer-to-peer learning, networking among participants, and has provided microbiologists with the resources for improved bacterial isolation, identification, and antibiotic susceptibility testing. The lessons learned could be applied as this project is expanded to additional laboratories in the AMR Surveillance Network.Funding: NoneDisclosures: None

scholarly journals “Audience exchange”: cultivating peer-to-peer dialogue at unfamiliar arts events

2017 ◽  
Vol 7 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Stephanie Pitts ◽  
Jonathan Gross
Keyword(s):  
Peer Learning ◽  
Peer To Peer ◽  
Small Scale ◽  
Exchange Method ◽  
Audience Engagement ◽  
Content Type ◽  
Peer Dialogue ◽  
Targeted Marketing ◽  
Audience Development ◽  
First Time

Purpose The purpose of this paper is to demonstrate the usefulness of the “audience exchange” approach for audience development and research, and to highlight the insights offered by peer-to-peer dialogue in understanding experiences of unfamiliar arts. Design/methodology/approach Using a case study with contemporary arts audiences, and setting this in the wider context of studies with other first-time attenders at a range of arts events, the paper explores the use of the “audience exchange” method, in which facilitated conversations after performance events allow newcomers to reflect upon and deepen their first-time encounters with live arts. Findings The study demonstrates the way in which conversations about arts events can enrich audience experience, and shows how participants use exploratory and emotional language to articulate their understanding of unfamiliar arts events. Peer-to-peer learning occurs through these conversations, in ways that could be further supported by arts organisations as a valuable tool for audience development. The audience exchange discussions also reveal the varieties of participation from “drifting” to full attention that are all part of audience engagement. Research limitations/implications This is a small-scale, qualitative study, and the method has potential to be tested in future studies with a greater variety of participants (e.g. younger or more ethnically diverse groups). Practical implications Use of the audience exchange for enriching experiences of first-time attendance could be adopted by arts organisations as a regular part of their audience engagement. Greater understanding of how new audience members draw on prior cultural experiences in finding the language to articulate their first impressions of an unfamiliar arts event could be valuable for targeted marketing and increasing accessibility. Originality/value The originality of this study lies in its elaboration of the audience exchange method, and its focus on the language and peer-to-peer learning evident in the facilitated post-performance discussions.

scholarly journals Using cultural historical activity theory to examine how teachers seek and share knowledge in a peer-to-peer professional development network

2016 ◽  
Author(s):  
Torrey Trust
Keyword(s):  
Professional Development ◽  
Activity Theory ◽  
Peer To Peer ◽  
Cultural Historical Activity Theory ◽  
Community Members ◽  
Socially Constructed ◽  
Historical Activity ◽  
Cultural Historical Activity ◽  
Development Network ◽  
Knowledge Seeking

<p>Many researchers have found that the main reason teachers participate in peer-to-peer professional development networks (PDNs) is to seek and share professional knowledge. Yet, the majority of studies about PDNs focus on how and why teachers participate in these virtual spaces rather than how teachers find and distribute knowledge. Each PDN has its own unique rules, tools, community members, and culture that shape how knowledge is created, organised, curated, and shared. Without understanding the factors that shape how and why knowledge is shared in a PDN, teachers may not be able to access the knowledge they need to grow their practice. This study was designed to examine teachers’ knowledge seeking and sharing actions in the Edmodo Math Subject Community, a popular PDN. Cultural historical activity theory was used as a framework for examining the socially constructed actions of seeking and sharing knowledge in a PDN. The findings suggest that seeking and sharing knowledge is a complex, dynamically evolving process that is shaped by the technical (e.g., tools) and social (e.g., community members, rules, roles) aspects of the PDN. Implications and ideas for further research are discussed.</p>

Lesson Study: Scaling up peer-to-peer learning for teachers in Zambia

2016 ◽  
Author(s):  
Haeyeon Jung ◽  
Christina Kwauk ◽  
Ainan Nuran ◽  
Jenny Perlman Robinson ◽  
Marijke Schouten ◽  
...  
Keyword(s):  
Lesson Study ◽  
Peer Learning ◽  
Scaling Up ◽  
Peer To Peer
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