Peer-assisted learning and small-group teaching to improve practice placement quality and capacity in dietetics

TY - JOUR

T1 - Peer-assisted learning and small-group teaching to improve practice placement quality and capacity in dietetics

AU - Reidlinger, Dianne P.

AU - Lawrence, Judy

AU - Thomas, Jane E.

AU - Whelan, Kevin

PY - 2016/6/29

Y1 - 2016/6/29

N2 - Aim: Peer-assisted learning (PAL) has been positively evaluated during practice placements for medical, nursing and some allied health professional students. The aim of this study was to evaluate a PAL and small-group teaching model of dietetic practice placement education implemented in the UK setting as part of a quality improvement process. Methods: A PAL placement model was adapted from a previously published Australian model, implemented and evaluated among dietetic students at King's College London and with their practice educators. Process evaluation with students and practice educators from PAL practice placements at two sites and traditional 1:1 practice placements at six sites consisted of weekly questionnaires and end-of-placement focus groups with 16 students and 35 practice educators. Perceptions of the barriers, concerns and strengths of the novel model were identified. Results: Implementing the PAL placement model at just two sites increased placement capacity by 12 students, a 1.3-fold increase across London. Students on PAL placements reported a good learning experience (89.3 vs 67.7%; P

AB - Aim: Peer-assisted learning (PAL) has been positively evaluated during practice placements for medical, nursing and some allied health professional students. The aim of this study was to evaluate a PAL and small-group teaching model of dietetic practice placement education implemented in the UK setting as part of a quality improvement process. Methods: A PAL placement model was adapted from a previously published Australian model, implemented and evaluated among dietetic students at King's College London and with their practice educators. Process evaluation with students and practice educators from PAL practice placements at two sites and traditional 1:1 practice placements at six sites consisted of weekly questionnaires and end-of-placement focus groups with 16 students and 35 practice educators. Perceptions of the barriers, concerns and strengths of the novel model were identified. Results: Implementing the PAL placement model at just two sites increased placement capacity by 12 students, a 1.3-fold increase across London. Students on PAL placements reported a good learning experience (89.3 vs 67.7%; P

KW - Dietetics

KW - Internship

KW - Peer-assisted learning

KW - Placement capacity

KW - Placement education

UR - http://www.scopus.com/inward/record.url?scp=84994351922&partnerID=8YFLogxK

U2 - 10.1111/1747-0080.12293

DO - 10.1111/1747-0080.12293

M3 - Article

AN - SCOPUS:84994351922

SN - 1446-6368

JO - Nutrition and Dietetics

JF - Nutrition and Dietetics

ER -