Peer learning models are delivered by having two or more students to one practice placement educator. It could also be two practice placement educators to one student, this may be the result of educators working part time but sharing the role of supervision. To hear students views’ on the benefits of peer learning please listen to their short podcast
To overcome the current issue of space and social distancing, educators are successfully taking more than one student by sharing the time that each student spends at the placement site. So when one student is on-site they can have face to face contact with supervisor/ team carry out assessments and interventions and develop their practical skills. The other student can be working on written work such as reflections, developing evidence based practice, writing case reports, treatment plans or projects that have been identified by the team and they can take their allocated study leave during that week. The students then swap each week. This still enables students to meet their learning outcomes as work that they may have done at a desk in the department can be done working from home.
Adopting a team approach enables a team to take more than one student and again encourages peer learning. It allows students to rotate around the team and spend time with different team members who share the responsibility for the students. Whilst there may be one named person who collates assessment feedback, the whole team feed into this process by spending time with the students, helping them develop their competencies. This approach also enables junior and support staff, who have valuable knowledge and skills to offer, to take a role in practice education and to feel part of this process. This also helps junior staff develop their interest and experience in practice education before becoming named educators themselves.
Reported Advantages Using the 2:1 Model:
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
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
Student Experience Podcast:
Listen to some of our occupational therapy students speak about their 2:1 experience whilst on their diverse placement, and the benefits of this for their professional development. They speak about:
The benefits of working together: 0.25 to 2.00.
How 2:1 helps reflective Practice: 2.12-4.00
Educators Experience: 4:26-6.00
Joint Supervision vs Individual Supervision 6:01 -7:35
Possible personality clash 7:50 – 10:25
Challenges of 2:1 : 10:45-12:55
Overcoming those challenges: 13;00-15;47
Reflecting on the 2:1 practice learning: 13:47-19:18