Joanne Black, University of Hull
Aim: Peer Assisted Learning (PAL) models have been evidenced to be advantageous to dietetic practice educators (PE), learners and services 1,2,3. This study looked at PE’s perceived benefits and barriers of utilising a 2:1 PAL model for a new MSc in Nutrition and Dietetics programme, prior to the implementation of the model during dietetic training.
Methods: An anonymous online 12 question survey, with themes based on previously published findings, that included rating scales and free text was disseminated via a Programme Management Team to dietetic PEs in the Humber and North Yorkshire workforce. Perceived perceptions of the barriers and benefits of a PAL model to the PE, learner and service were identified.
Findings: Respondents (n=36) represented all core clinical dietetic groups and workplace settings. Perceived barriers and benefits aligned to previously published studies, with a lack of physical space being the main perceived barrier to utilising a PAL model for the service (80% agreed or strongly agreed this was a barrier). For the PE, a perceived increase in time to prepare for the placement was identified as the largest barrier (72% agreed or strongly agreed this was a barrier). Key benefits identified were 89% PEs perceived they could develop new skills with the model, 89% agreed or strongly agreed there would likely be an increase in sharing new ideas within the service and 44% agreed or strongly agreed that dietetic learners would have an increased level of confidence.
Conclusion: Whilst a number of perceived benefits were highlighted, due to the significance of some of the perceived barriers and the potential impact these could have on the ability to implement a PAL model, exploration of the strategies to overcome these is required before a PAL model could be safely implemented in practice. Further planning and discussion around the operational and strategic implementation of a PAL model is required to ensure PEs and learners are skilled and prepared to utilise the model.
References
Dawes, J. & Lambert, P. (2010) Practice educator’s experiences of supervising two students on allied health practice-based placements. Journal of Allied Health (Education database). 39(1): 20 – 27.
Lynam, A., Corish, C. & Connolly, D. (2015) Developing a framework to facilitate a collaborative peer earning 2:1 model of practice placement education. Journal of Nutrition and Dietetics. 72: 170 – 175.
Reidlinger, D., Lawrence, J., Thomas, J. & Whelan K. (2017) Peer assisted and small-group teaching to improve practice placement quality and capacity in dietetics. Nutrition and Dietetics. 74: 349 – 356.
Conference themes: Inclusive education, Sustainability