Peer learning can be described as opportunities where students support each other in their learning. Students enhance their learning by explaining their ideas to others and by participating in activities in which they can learn from their peers. They develop skills in organizing and planning, working collaboratively with others, giving and receiving feedback and evaluating their own learning.
Peer learning can be with peers of the student’s own profession or we would encourage you to think about interprofessional placements where students can learn with, from and about each other CAIPE.
We are excited that a new opportunity for an interprofessional placement is being developed at Worthing hospital where a student-led ward is being planned for Spring 2021.
Please do find out when students from other professions are in your department or organisation so that opportunities can be created for interprofessional learning to take place.
Markowski M, Bower H, Essex R, Yearley C (2021) Peer Learning and collaborative placement models in health care: a systematic review and qualitative synthesis of the literature. Journal of Clinical Nursing, https://doi.org/10.1111/jocn.15661. link here
Sevenhuysen S, Farlie MK, Keating JL, Haines TP, Molloy E (2015) Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study. Journal of Physiotherapy link here
Ghisalberti M and Haupt J (2014) Student Perspectives On Peer Learning: From ‘Genius Friends’ To ‘Learning Twice By Teaching’ Education Research and Perspectives 41 pp174-195 Available at: Link here
Daniels N (2010) Peer Interactions and Their Benefits during Occupational Therapy Practice Placement Education. British Journal of Occupational Therapy, 73(1):21-28. link here
Martin M, Morris J, Moore A, Sadlo G, Crouch V (2004) Evaluating Practice Education Models in Occupational Therapy: Comparing 1:1, 2:1 and 3:1 Placements. British Journal of Occupational Therapy. 2004;67(5):192-200. doi:10.1177/030802260406700502