You understand that whole big situation they\u27re in : Interpretative phenomenological analysis of peer-assisted learning

Abstract Background Peer-assisted learning (PAL) increasingly features within medical school curricula. While there is evidence of its effectiveness, less is known about how it promotes learning. Cognitive and social congruence between peer-tutor and student have been described as important concepts underpinning teaching and learning in PAL. We employed interpretative phenomenological analysis for an in-depth exploration of how medical students experience PAL sessions. Methods We conducted the study at The University of Manchester within a near-peer scheme aimed at developing clinical skills within clinical clerkship students. We conducted individual interviews with three peer tutors and five students. We undertook interpretive phenomenological analysis of interview transcripts. We subsequently synthesised an account of the study participants’ lived experiences of PAL sessions from individual personal accounts to explore how medical students experience peer-assisted learning. This analysis was then used to complement and critique a priori educational theory regarding the mechanisms underlying PAL. Results Students experienced PAL sessions as a safe and egalitarian environment, which shaped the type and style of learning that took place. This was facilitated by close relationships with peer-tutors, with whom they shared a strong sense of camaraderie and shared purpose. Peer-tutors felt able to understand their students’ wider sociocultural context, which was the most important factor underpinning both the PAL environment and tutor-student relationship. Participants contrasted this relative safety, camaraderie and shared purpose of PAL with teaching led by more senior tutors in clinical settings. Conclusions This study provides a rich description of the important factors that characterise medical students’ experiences of PAL sessions. Participants felt a strong sense of support in PAL sessions that took into account their wider sociocultural context. Multiple factors interplayed to create a learning environment and tutor-student relationship that existed in contrast to teaching led by more senior, clinical tutors. The insight generated via IPA complemented existing theory and raised new lines of enquiry to better understand how the peer relationship fosters learning in PAL at medical school. We make recommendations to use insights from PAL for faculty and curriculum development

The corticotropin-releasing factor-like diuretic hormone 44 (DH44) and kinin neuropeptides modulate desiccation and starvation tolerance in Drosophila melanogaster

Malpighian tubules are critical organs for epithelial fluid transport and stress tolerance in insects, and are under neuroendocrine control by multiple neuropeptides secreted by identified neurons. Here, we demonstrate roles for CRF-like diuretic hormone 44 (DH44) and Drosophila melanogaster kinin (Drome-kinin, DK) in desiccation and starvation tolerance. Gene expression and labelled DH44 ligand binding data, as well as highly selective knockdowns and/or neuronal ablations of DH44 in neurons of the pars intercerebralis and DH44 receptor (DH44-R2) in Malpighian tubule principal cells, indicate that suppression of DH44 signalling improves desiccation tolerance of the intact fly. Drome-kinin receptor, encoded by the leucokinin receptor gene, LKR, is expressed in DH44 neurons as well as in stellate cells of the Malpighian tubules. LKR knockdown in DH44-expressing neurons reduces Malpighian tubule-specific LKR, suggesting interactions between DH44 and LK signalling pathways. Finally, although a role for DK in desiccation tolerance was not defined, we demonstrate a novel role for Malpighian tubule cell-specific LKR in starvation tolerance. Starvation increases gene expression of epithelial LKR. Also, Malpighian tubule stellate cell-specific knockdown of LKR significantly reduced starvation tolerance, demonstrating a role for neuropeptide signalling during starvation stress

The Effects of a Scenario Based GPS Training Program on Pilot Proficiency in the General Aviation Pilot

Currently, General Aviation (GA) pilots working toward their instrument rating (IFR) in aircraft equipped with Global Positioning System (GPS) technology receive little, if any, formal flight instruction on GPS technology. Therefore, the hypothesis examined in this study was that instrument rated pilots already certificated to fly IFR / GPS have insufficient knowledge of the GPS technology to use it effectively. Our goal was to develop a single pilot crew, scenario-based training program to increase the knowledge and safety of pilots using this technology by focusing on GPS mode awareness, situational assessment, risk and time management, and situational awareness.. The study included thirty-four pilots who had completed their instrument rating in a GPS-equipped aircraft within the last 12 months. All participants were given Pre-experiment GPS screening tests to assess overall GPS knowledge and, more specifically, knowledge regarding the Garmin 430. Each participant underwent simulator familiarization sessions in a Frasca 142 flight simulator equipped with a panel mounted IFR approved GPS. After the familiarization sessions, participants were randomly assigned to one of two groups: 1) Experimental or 2) Control. All groups then flew IFR-generated flight scenarios designed to assess their aircraft system monitoring skills (situational assessment), GPS mode awareness, situational awareness, and understanding of the Garmin 430 IFR programming. Each scenario lasted approximately 60 minutes. Following the first session, the experimental group received training sessions concentrating on mode awareness, situational awareness, time management, and situational assessment using computer based training (CBT) with a Garmin 430 simulation software program. The control group received sessions that covered basic IFR flying skills. Following the training sessions both groups flew another scenario in the Frasca 142 simulator. Each subject was video-taped to assess eye fixation in three areas of interest: 1) out the window, 2) aircraft instruments, and 3), GPS display. The results of this study revealed that a GPS scenario-based training program significantly reduced omission errors and incorrect or inappropriate use of the GPS when compared to controls. In addition, a significant effect of training versus eye gaze was observed. Pilots in the experimental group spent significantly less time gazing at the GPS following the training sessions and more time gazing at the instruments compared to controls