Speech and language therapy students’ experience of peer assisted learning:Undergraduates investigate PAL as a means of enhancing academic and professional development

The implementation of Peer Assisted Learning (PAL) on healthcare courses in Higher Education Institutions has been explored in a number of studies. This paper presents research into the experience of PAL on a BSc Speech & Language Therapy (SLT) programme. The research was conducted by final year undergraduate SLT students to form the basis for their final dissertations. The focus for their research was on the effects of PAL on academic and professional development for both mentees and mentors on the same course. Data were generated from standard PAL evaluations and focus groups. Findings indicate that mentees benefit from PAL in terms of their university experience and learning. Mentors benefited from opportunities to develop and practice skills for their future employment. Engagement with PAL is attributed to its structured yet informal nature and the enthusiasm of the mentors. However, the collaborative nature of PAL takes time to develop, impacting on the behaviours of both mentees and mentors. Overall PAL offers mentees and mentors opportunities which enhance their academic learning and professional development

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

PAL experience

Student reflection on experience of peer assisted learning (PAL) at University of Bedfordshire

Academic Libraries and Learning Support in Collaboration. Library Based Guidance for Peer Assisted Learning Leaders at Bournemouth University: Theory and Practice.

This article begins with an overview of the University’s pioneering Peer Assisted Learning Scheme (PAL) and describes how in 2005/6, the Library became involved, collaborating with the PAL Coordinator to develop materials for use by PAL Leaders. PAL is intended to foster cross-year support between students on the same course. It encourages students to support each other and learn co-operatively under the guidance of trained students from the year above - called PAL Leaders. Two documents were produced to support and empower these leaders. The first, Using the Library for Your Research, provides leaders with key guidance information on the University Library, its resources and the services it provides. The second, Citing References Using the Harvard System, aims to explain and demystify the Harvard Referencing system and to encourage good referencing habits from an early stage of their course through a practical hands-on exercise. Feedback from PAL Leaders continues to inform the development of these guidance materials, in particular the referencing exercise which was reworked to better suit the needs of the leaders delivering it

Abundance analysis of the outer halo globular cluster Palomar 14

We determine the elemental abundances of nine red giant stars belonging to Palomar 14 (Pal 14). Pal 14 is an outer halo globular cluster (GC) at a distance of \sim 70 kpc. Our abundance analysis is based on high-resolution spectra and one-dimensional stellar model atmospheres.We derived the abundances for the iron peak elements Sc, V, Cr, Mn, Co, Ni, the {\alpha}-elements O, Mg, Si, Ca, Ti, the light odd element Na, and the neutron-capture elements Y, Zr, Ba, La, Ce, Nd, Eu, Dy, and Cu. Our data do not permit us to investigate light element (i.e., O to Mg) abundance variations. The neutron-capture elements show an r-process signature. We compare our measurements with the abundance ratios of inner and other outer halo GCs, halo field stars, GCs of recognized extragalactic origin, and stars in dwarf spheroidal galaxies (dSphs). The abundance pattern of Pal 14 is almost identical to those of Pal 3 and Pal 4, the next distant members of the outer halo GC population after Pal 14. The abundance pattern of Pal 14 is also similar to those of the inner halo GCs, halo field stars, and GCs of recognized extragalactic origin, but differs from what is customarily found in dSphs field stars. The abundance properties of Pal 14 as well as those of the other outer halo GCs are thus compatible with an accretion origin from dSphs. Whether or not GC accretion played a role, it seems that the formation conditions of outer halo GCs and GCs in dSphs were similar.Comment: 19 pages, 15 figures. Accepted by A&

Perceptions from Athletic Training Students Involved in an Intentional Peer-Assisted Learning Pedagogy

Context: Peer-assisted learning (PAL) has been shown to benefit students across educational levels. Current research has investigated perceptions of PAL, postgraduate impact, as well as prevalence. This study investigated athletic training students’ perceptions of an intentional PAL pedagogy on both the peer-student and peer-tutor. In this study, the peer-tutors had training prior to implementation. Objective: To explore athletic training students’ perceptions of an intentional PAL pedagogy. Design: Qualitative study using a phenomenological approach. Setting: Focus group interviews with professional undergraduate athletic training students. Patients or Other Participants: Eleven athletic training students from 1 accredited athletic training program volunteered for this study. Five students (4 females, 1 male) serving as peer-tutors and 6 (5 females, 1 male) peer-students participated in focus group interviews in spring term 2015. The peer-tutors completed training prior to tutoring the peer-students. Main Outcome Measure(s): Focus group interviews were conducted with a structured interview protocol. The peer-student and peer-tutor groups were asked separate questions. Interview data were analyzed inductively to uncover dominant themes, first by organizing the data, then summarizing into codes, and finally interpreting. Credibility was secured through member checking, triangulation, and investigator triangulation. Results: Themes indicated that both peer-students and peer-tutors perceived that, through PAL, they collaborated, built relationships, gained confidence, were exposed to varied techniques, and the PAL pedagogy served as a way to review and practice, which changed their clinical educational experiences. Peer-tutors developed skills in leadership and teaching through their PAL experience. Conclusions: Evidence demonstrated that PAL created a learning environment in the student’s clinical educational experiences that involved collaboration, relationships, confidence building, and more time for review and practice

PAL leader training at Bournemouth University: 12 years on and still evolving

Peer Assisted Learning (PAL) at Bournemouth University (BU) is a peer mentoring scheme that fosters cross-year support between students on the same course. Coordination of PAL, including leader training, is run centrally within Student and Academic Services by the PAL Coordination Team. Successful applicants attend two days of compulsory training in June or September with optional follow up training sessions offered throughout the autumn term. As with other training programmes for peer learning schemes, including Supplemental Instruction (SI), upon which PAL is based (Arendale 1994; Jacobs et al. 2008), the concept of modelling is integral to the training. Trainers employ small group learning techniques and frequently re-direct questions. Leaders can then use these approaches in their own sessions. Crucially, all attendees lead a simulated PAL session. Weekly follow up training is delivered in collaboration with other support staff, providing information on various academic skills, support services and ideas for related PAL sessions. Like PAL itself, leader training has evolved gradually since it began in 2001. Changes include: training on new online community areas on the University's Virtual Learning Environment; streamlining of initial training in response to trainee feedback. However, the overarching principles of the training, established by the founders of the scheme, remain (Capstick et al. 2004). Qualitative feedback from 2011-2012 trainees after completing training, and from a later survey delivered to them towards the end of their role, has further confirmed the continued power of this training while revealing potential ways to strengthen it

The homeodomain protein PAL-1 specifies a lineage-specific regulatory network in the C. elegans embryo

Maternal and zygotic activities of the homeodomain protein PAL-1 specify the identity and maintain the development of the multipotent C blastomere lineage in the C. elegans embryo. To identify PAL-1 regulatory target genes, we used microarrays to compare transcript abundance in wild-type embryos with mutant embryos lacking a C blastomere and to mutant embryos with extra C blastomeres. pal-1-dependent C-lineage expression was verified for select candidate target genes by reporter gene analysis, though many of the target genes are expressed in additional lineages as well. The set of validated target genes includes 12 transcription factors, an uncharacterized wingless ligand and five uncharacterized genes. Phenotypic analysis demonstrates that the identified PAL-1 target genes affect specification, differentiation and morphogenesis of C-lineage cells. In particular, we show that cell fate-specific genes (or tissue identity genes) and a posterior HOX gene are activated in lineage-specific fashion. Transcription of targets is initiated in four temporal phases, which together with their spatial expression patterns leads to a model of the regulatory network specified by PAL-1