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Peer Learning Has Double Effects in Clinical Research Education: A Qualitative Study
Hiro Nakao1,2, Osamu Nomura1,3, Chie Nagata1
1Center for Postgraduate Education and Training, National Center for Child Health and Development, 2-10-1 Okura, Setagaya-ku, Tokyo, Japan.
International Journal of Pediatrics
|February 5, 2024
Summary
Peer learning in clinical research education offers indirect benefits through experienced participants' examples and direct benefits via targeted questions. Addressing knowledge gaps and managing outcome expectations are key for successful peer learning initiatives.
Area of Science:
- Medical Education
- Clinical Research Training
- Health Professions Education
Background:
- Peer learning is established in health professional education.
- Its impact on clinical research education requires further investigation.
- This study qualitatively explores peer learning in this context.
Purpose of the Study:
- To explore the effects of peer learning in clinical research education.
- To identify pathways and considerations for effective peer learning in this field.
Main Methods:
- Implemented a peer-learning method in a clinical research seminar for early-career physicians.
- Conducted semistructured interviews with participants.
- Analyzed interview transcripts using Engeström's activity theory framework.
Main Results:
- Identified four learning process domains: instrument usage, outcome, community, and division of labor.
- Extracted two peer-learning pathways: indirect (presentations) and direct (questions).
- Highlighted considerations: premise knowledge gaps and beginner frustration with outcomes.
Conclusions:
- Peer learning in clinical research education has significant potential.
- Direct and indirect pathways facilitate learning.
- Addressing knowledge gaps and managing expectations is crucial for program success.
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