The development of a framework to facilitate a collaborative peer learning 2:1 model of practice placement education
Ann-Marie Lynam
Trinity College Dublin
Ann-Marie Lynam works as a practice education coordinator in the School of Medicine, TCD. Having gained a BSc in Human Nutrition & Dietetics (TCD/DIT), she worked in the clinical setting originally before following her interest in clinical education to TCD in 2009. Ann-Marie is midway through a PhD researching a framework that she has developed and published on facilitating a collaborative peer learning 2:1 model of practice placement education. The framework is being piloted by both dietetics educators internationally and those in the disciplines of physiotherapy and occupational therapy in TCD.Ann-Marie has a keen interest in food labelling, completing an MSc in European Food Regulatory Affairs with the University of Ulster in 2007. After graduating first in her class she was invited to return in an academic capacity, which she continues to do on a part-time basis, juggling this with her position in TCD and her PhD studies.
Abstract
• Background Practice placement education (PPE) is an integral component in the attainment of competence in professional programmes for all health-related disciplines. A significant outcome of a qualitative... [ view full abstract ]
• Background
Practice placement education (PPE) is an integral component in the attainment of competence in professional programmes for all health-related disciplines. A significant outcome of a qualitative research study carried out on educators and students of the BSc Human Nutrition & Dietetics professional programme was that self-directed learning, self-assessment and reflective practice are skills which need to be viewed as outcomes of PPE. A review of the literature for an educational approach to facilitate and encourage these skills indicated a collaborative peer learning 2:1 model (two students facilitated by one educator). A small pilot study of a 2:1 model was conducted with experienced educators.
• Aim and objectives
The aim of this work was to use the recommendations from a pilot study to inform the design and development of a framework to guide the wider implementation of a 2:1 model. The framework would be based on the education theory of collaborative learning.
• Description of innovation
The Lynam framework describes in a step-wise manner the organisation of the two students and the educator during PPE and specifically during patient consultations. As students undertake PPE in a variety of clinical settings, the framework has a broad scope, incorporating both acute (hospital) and primary care (community) settings. The framework is based on the three distinct aspects of peer learning, namely collaborative learning, peer observation and peer feedback.
• Impact of innovation*
The Lynam framework has been used to implement the 2:1 model as the default model of PPE in the Irish setting.
• Conclusions and implications
The 2:1 model has been accepted by student, educators and academics as best practice during PPE. A longitudinal mixed methods research study is currently being conducted to explore the impact of the 2:1 model on attainment of competence criteria and desired learning and clinical skills during PPE.
Authors
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Ann-Marie Lynam
(Trinity College Dublin)
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Clare Corish
(University College Dublin)
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Deirdre Connolly
(Trinity College Dublin)
Topic Area
Innovations in research methodology, education or clinical practice
Session
EI-1 » Education Initiatives and Innovations (10:30 - Thursday, 5th November, Seminar Room 1.24)
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