MS JobSeek: A pilot randomized controlled trial of an online peer discussion forum for job-seekers with multiple sclerosis

BACKGROUND: Peer-facilitated interventions have been successfully used in chronic disease management. Less is known about their application in vocational rehabilitation. OBJECTIVE: To pilot-test an online peer discussion forum to improve exploration of employment options in job-seekers with long-term multiple sclerosis (MS). METHODS: Twenty-nine persons with relapsing/progressive MS (4–27 years since diagnosis) were recruited online and randomly assigned to an 8-week discussion forum led by peers and a moderator –MS JobSeek (n = 14), or an active control group (n = 15). Forum engagement and user satisfaction were examined, as were pre-post self-evaluations of job search behaviour, efficacy, and quality of life. RESULTS: A high (43%) attrition rate was noted, although intervention completers acknowledged and valued online mentors’ guidance and expertise. Group and time effects were not significant (p < 0.05), with both MS JobSeek and control participants reporting positive (e.g., increase in job search activities) and negative (e.g., lowered self-efficacy) change. CONCLUSIONS: The pilot findings suggest that online peer support is feasible, however more can be done to promote peer-to-peer communication. Recommendations for improving forum engagement and satisfaction in a future controlled trial, including strategies to better support mentees’ individualised needs, are offered.

Talking at cross-purposes?: the effect of gender on New Zealand primary schoolchildren's interaction strategies in pair discussions

<p>This thesis explores one aspect of the relationship between sex and language. Twenty pairs of eleven and twelve year old children were tape-recorded during two discussion tasks. Quantitative and qualitative analyses of the data were carried out to investigate to what extent previously reported sex differences in interactional style could be observed in this group of New Zealand school children. Particular attention was paid to the relationship between such differences and the way in which children learn through talk in peer discussion. Two general hypotheses were tested: (i) that girls would tend to use a more collaborative, polite, and affiliative style of interaction, while boys would tend to use a more competitive, task-oriented style, paying less attention to the processes of interaction, and (ii) that the style of interaction associated with females would be more conducive to effective discussion from a pedagogical point of view. There were no significant sex differences in the use of interruptive forms and overlaps. However, the girls produced more talk relative to the boys in the mixed-sex context, supportive minimal responses were distributed differently, suggesting different norms as to their use and function, and there was a marked sex difference in the use of strategies for expressing disagreement: the boys were over four times more likely than the girls to produce bald, unmodified disagreements (approximately half of their total disagreement responses), while over 90% of the girls' disagreement responses were qualified in some way. These differences in style were linked to the results of the qualitative analysis of the data which provided clear evidence that the sex composition of the dyads was an important variable in determining the overall quality of discussion, with the girls more likely to facilitate effective, open-ended, elaborated discussion than the boys.</p>

Talking at cross-purposes?: the effect of gender on New Zealand primary schoolchildren's interaction strategies in pair discussions

<p>This thesis explores one aspect of the relationship between sex and language. Twenty pairs of eleven and twelve year old children were tape-recorded during two discussion tasks. Quantitative and qualitative analyses of the data were carried out to investigate to what extent previously reported sex differences in interactional style could be observed in this group of New Zealand school children. Particular attention was paid to the relationship between such differences and the way in which children learn through talk in peer discussion. Two general hypotheses were tested: (i) that girls would tend to use a more collaborative, polite, and affiliative style of interaction, while boys would tend to use a more competitive, task-oriented style, paying less attention to the processes of interaction, and (ii) that the style of interaction associated with females would be more conducive to effective discussion from a pedagogical point of view. There were no significant sex differences in the use of interruptive forms and overlaps. However, the girls produced more talk relative to the boys in the mixed-sex context, supportive minimal responses were distributed differently, suggesting different norms as to their use and function, and there was a marked sex difference in the use of strategies for expressing disagreement: the boys were over four times more likely than the girls to produce bald, unmodified disagreements (approximately half of their total disagreement responses), while over 90% of the girls' disagreement responses were qualified in some way. These differences in style were linked to the results of the qualitative analysis of the data which provided clear evidence that the sex composition of the dyads was an important variable in determining the overall quality of discussion, with the girls more likely to facilitate effective, open-ended, elaborated discussion than the boys.</p>

Group Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet With Stylus

Determining the optimal discussion group size to improve performance and learning has created an intense debate in psychology and provided mixed findings in laboratory and field settings. In a quasi-experimental study in the education field, we examined the effect of discussion group size on individual learning in a biology exercise performed on a tablet with stylus. The sample involved 102 secondary school students divided into four classes, each corresponding to one of the four experimental conditions (alone without peer discussion vs discussion in dyads vs triads vs four-member groups). They were asked to draw individually a functional schema of the human respiratory system, once before and once after discussing with peers (or reflecting alone). Both drawings were evaluated by four independent coders, and the learning gain for each student was computed from these evaluations. Results revealed that learning gain was greater for students discussing in four-member groups than for those in the other conditions. Additional analyses suggested that this effect was moderated by the students’ gender, with the learning gain being greater after discussion in four-member groups among females only. These findings suggest that group size of four individuals might be the optimal configuration to improve peer learning.

Can Peer Discussion Reduce Students’ Mistakes in Conceptual Physics Questions?

In this work, we tried to check whether students can overcome their mistakes in conceptual physics questions by peer discussion. For this purpose, we administered Force Concept Inventory to high school students and university students. Our study showed that high school students and university students could not overcome their mistakes in the conceptual physics questions by peer discussion. We separately found out that males are better than females at conceptual physics questions.

Educators and practitioners’ perspectives in the development of a learning by concordance tool for medical clerkship in the context of the COVID pandemic

Background: The COVID-19 pandemic has forced medical schools to create educational material to palliate the anticipated and observed decrease in clinical experiences during clerkships. An online learning by concordance (LbC) tool was developed to overcome the limitation of students’ experiences with clinical cases. However, knowledge about the instructional design of an LbC tool is scarce, especially the perspectives of collaborators involved in its design: 1- educators who wrote the vignettes’ questions and 2- practitioners who constitute the reference panel by answering the LbC questions. The aim of this study was to describe the key elements that supported the pedagogical design of an LbC tool from the perspectives of educators and practitioners. Methods: A descriptive qualitative research design has been used. Online questionnaires were used, and descriptive analysis was conducted. Results: Six educators and 19 practitioners participated in the study. Important to the educators in designing the LbC tool were prevalent or high-stake situations, theoretical knowledge, professional situations experienced and perceived difficulties among students, and that the previous workshop promoted peer discussion and helped solidify the writing process. Important for practitioners was standards of practice and consensus among experts. However, they were uncertain of the educational value of their feedback, considering the ambiguity of the situations included in the LbC tool. Conclusions: The LbC tool is a relatively new training tool in medical education. Further research is needed to refine our understanding of the design of such a tool and ensure its content validity to meet the pedagogical objectives of the clerkship.

A feasibility study of a peer discussion group intervention for patients with pancreatobiliary cancer and their caregivers

Objectives The purpose of this feasibility study was to examine the impacts of a peer discussion group intervention called “the pancreatobiliary cancer salon” on psychological distress among patients with pancreatobiliary cancer and their caregivers. Methods We recruited patients with pancreatic or biliary tract cancer and their caregivers. We conducted a within-group pre–post comparison study. Participants were grouped by the type of cancer and treatment. Each group consisted of four to five patients or caregivers. Hospital staff members facilitated group discussions where participants freely talked for 1 h. We evaluated participants’ psychological condition using the Profile of Mood States (POMS) and their impressions of the pancreatobiliary cancer salon. Results We analyzed data from 42 patients and 27 caregivers who joined the salon for the first time. Thirty-five patients (83.3%) had pancreatic cancer. Thirty-one patients (71.4%) had unresectable pancreatobiliary cancer and 14 patients (33.3%) were being treated with second-line or third-line chemotherapy at the time of the survey. Twenty-two patients (52.4%) participated in the salon within 6 months after diagnosis. Most participating caregivers were the patient's spouse/partner (51.9%) or child (34.6%). Both patients and caregivers experienced high levels of satisfaction with the pancreatobiliary cancer salon. Both patients and caregivers had significantly lower psychological distress as assessed by POMS after the salon. Significance of results A peer discussion group intervention might be well-received and has potential to benefit for patients with pancreatobiliary cancer and their caregivers.

Implementasi Teori Belajar Humanistik terhadap Pembelajaran Bahasa Indonesia di Kelas III A MI Islamiyah Malang

Learning is a process of changing cognitive, affective and psychomotor aspects. A learning theory is needed that supports the learning process. One of them is humanistic learning theory which is integrated with Indonesian language learning. Where the background of this research intersects with crowds and in the development process which causes a lack of conducive learning process. One of the aims is to know the implementation and implications of humanistic learning theory on Indonesian language learning for grade III A students. The method used in this research method uses a qualitative approach with descriptive research type. The data used are obtained through the results of an overview of the research object and other data that is not in the form of numbers (primary and secondary data). Data collection was carried out through interviews, direct observation and documents. Data analysis techniques are obtained from the results of interviews, observations, documentation that has been compiled and a conclusion is drawn. Meanwhile, to determine the validity of a data through persistence of observation, triangulation and peer discussion. The implications of the research result can be seen from the aspects of teachers and students who are harmonious and the existence of associations that protect this interaction. This interaction creates a humanizing attitude towards humans in accordance with religious and ethical guidance that applies in society. And applying teaching methods must be adapted to the characteristics of each lesson and the suitability of the age level of students. So that it has implications for the attitude of changing polite speech according to the rules of the Indonesian language and in accordance with the values ​​of Insan Kamil.

Flipped learning: an alternative pedagogical approach in the untact age

Flipped learning, abbreviated as “FL” is a new pedagogical approach that reverses the order of a typical lecture. It was developed to compensate for the shortcomings of a typical teaching method. Students learn by watching video clips before class and continue to learn through peer discussion in the classroom. The educational benefits of FL like student’s positive attitude were revealed in the previous studies. FL can be a valuable alternative to the existing classes in the untact age of coronavirus disease 2019.