As peer learning is gaining importance, there is a growing body of research that shows the benefits of peer learning in schools, universities and workplaces. The research shows that peer interactions and learning have strong underpinnings in neuroscience and psychology of learning and demonstrates that peer learning is much more than extracting the tacit knowledge of employees. The emerging scientific evidence explains why interactive learning environments like peer learning groups promote intrinsic motivation to learn, greater collaboration and better on-the-job performance. The following are some of the recent research related to the peer learning effects for improved workplace outcomes.

Research from Richard Ladyshewsky

Over the past two decades, there has been an increasing focus on integrating peer-coaching, a form of peer learning where two or more students work together during a placement in the work integrated learning environment.  While a range of studies describe the general benefits of peer coaching, there is a gap in  the literature identifying the best practices of experienced Educators who use peer coaching in their daily practice of working with students . Educators are often looking for further guidance and resources on how to integrate peer coaching into their placement models.

As a result of this gap in the literature and need for further resources, we undertook a research project that aimed to capture the best practices of 31 Clinical Educators who utilize peer coaching as part of clinical placement strategy. The project has produced two free evidence-based resources for Clinical Educators. Although, supervisors in sectors other than health would also find the resources helpful. The first is a comprehensive review of the literature in support of peer coaching, specifically noting some of the supervisory practices reported in the literature. It then describes the outcomes of the research and the best practices of supervisors at critical key points of the work integrated placement. I have attached a copy of this guidebook and the direct link to the site on the Curtin University website.

The second document is a shorter and more accessible guide for busy Educators. This resource is designed to provide Educators with a framework for integrating peer coaching across the placement life-cycle. Each section contains ‘best practice examples’ from Educators, efficiency tips and links to resources.  I have attached a copy of this practice guide and the direct link to the site on the Curtin University website.

These resources provide both the new and experienced Educator with insights into how they might approach their supervision in a peer coaching placement model.  What makes these resources unique are that they have been developed, through research, and capture the lived experience of experienced Clinical Educators who use this model in their student supervision.

As these resources use a Creative Commons Copyright, there are no limitations to you sharing these resources with others or using the material (as long as you cite the original source). Please share this email with your colleagues, clinical education committees, and members who may be interested in these resources which are openly accessible to all.

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