Peer learning for students and supervisors: Complexity in the clinical setting

Narelle Campbell, Helen Wozniak, Robyn L. Philip

Research output: Contribution to journalComment/debate

Abstract

Learning to translate theory into practice in the health care setting is a key capability for students to develop as they work towards becoming professionals in their chosen field. As students learn to provide care for patients in authentic settings, the role of supervisors is crucial to ensure patient and student safety, and to extend learning opportunities. In this issue of Medical Education, Dyar et al1 carefully explore the role of supervisors working with students engaged in workplace peer learning. In this context, student pairs work in a dedicated ward, learning together and supporting each other. Using a phenomenographic approach, Dyer et al unravel the potential ambiguity in relationships and roles for students and supervisors in a student‐led clinical environment.

Original languageEnglish
Pages (from-to)668-670
Number of pages3
JournalMedical Education
Volume55
Issue number6
Early online date3 Mar 2021
DOIs
Publication statusPublished - Jun 2021

Keywords

  • Commentary
  • health care setting
  • clinical setting
  • role of supervisors
  • workplace peer learning
  • Phenomenographic approach
  • student‐led clinical environment

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