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dc.contributor.authorDaniels, Nikki
dc.date.accessioned2018-03-21T15:56:17Z
dc.date.available2018-03-21T15:56:17Z
dc.date.issued2010-01-01
dc.identifier.citationDaniels, N. (2010) 'Peer Interactions and Their Benefits during Occupational Therapy Practice Placement Education' , British Journal of Occupational Therapy, 73 (1):21.en
dc.identifier.issn03080226
dc.identifier.doi10.4276/030802210X12629548272664
dc.identifier.urihttp://hdl.handle.net/10545/622423
dc.description.abstractPeer collaboration is believed to assist in the development of critical thinking and reflection skills. However, collaboration may be difficult to achieve in the practice placement environment because students often experience placements away from peers. This study aimed to establish the frequency and types of peer contact experienced by first year occupational therapy students during practice placement education, in order to identify any benefits from interactions during this time and to establish any unmet needs that may arise from restricted peer contact. The data from responses to a survey by 53 of a cohort of 121 students demonstrated the diversity and disparity in the opportunities available. Many interactions provided support and reassurance and made a positive contribution to learning. Return-to-university days during practice placements and regional support groups to facilitate collaboration were suggested. The analysis of an online discussion board made available to all 121 students showed that only 12 students contributed to the discussions. The perceived benefits included contact with peers and practical support from tutors. Improved education and increased input from tutors were suggested as methods to encourage more effective use of this tool, in order to meet the learning and social needs of students with limited opportunities for peer interaction during placement modules.
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherSageen
dc.relation.urlhttp://journals.sagepub.com/doi/10.4276/030802210X12629548272664en
dc.rightsArchived with thanks to British Journal of Occupational Therapyen
dc.subjectPeer interactionsen
dc.subjectPractice placementen
dc.subjectOccupational therapyen
dc.subjectStudent experienceen
dc.titlePeer interactions and their benefits during occupational therapy practice placement education.en
dc.typeArticleen
dc.identifier.eissn14776006
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalBritish Journal of Occupational Therapyen
html.description.abstractPeer collaboration is believed to assist in the development of critical thinking and reflection skills. However, collaboration may be difficult to achieve in the practice placement environment because students often experience placements away from peers. This study aimed to establish the frequency and types of peer contact experienced by first year occupational therapy students during practice placement education, in order to identify any benefits from interactions during this time and to establish any unmet needs that may arise from restricted peer contact. The data from responses to a survey by 53 of a cohort of 121 students demonstrated the diversity and disparity in the opportunities available. Many interactions provided support and reassurance and made a positive contribution to learning. Return-to-university days during practice placements and regional support groups to facilitate collaboration were suggested. The analysis of an online discussion board made available to all 121 students showed that only 12 students contributed to the discussions. The perceived benefits included contact with peers and practical support from tutors. Improved education and increased input from tutors were suggested as methods to encourage more effective use of this tool, in order to meet the learning and social needs of students with limited opportunities for peer interaction during placement modules.


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