Peer Support: The extent and impact of peer support across undergraduate diagnostic radiography programmes in the UK Steven Cox & Robert Meertens

What is Peer Support? Peer support can have a variety of roles and aims depending on how it is employed. Boud (2014) Broadly defines peer support as “Students learning from and with each other in both formal and informal ways” Pastoral Curricula PALS Buddies

Motives Widen understanding of current peer support in DI Look into why peer support may not be used Look into the requirements to begin effective peer support programmes Investigate the different peer support approaches that HEI’s employ Understand the benefits and challenges of peer support in DI Form ideas around how we make peer support programmes even more effective in DI

Methods Released a survey of all the HEI’s in the UK Investigated: Whether an HEI used peer support Why they may not and what they would require to begin one How HEI’s organise their peer support programmes What HEI’s see as the main benefits and issues of their peer support programmes Limitations, thanking funders, justifying – future , getting a feel

Main Findings Two thirds of our respondents employed some degree of peer support programme Those that employed peer support programmes generally followed a similar pattern Common concerns for those who did not have a peer support programme was a lack of understanding for what such a programme would require. “How much time and commitment of staff?” “How large is the workload for student support?” “How do you organise the scheme?”

“The greatest request has been for more stress management” Common Themes Stage 2/3 students support stage 1 students Peer mentors usually volunteer One staff member would initially organise but would then pass on responsibility to the students Usually running sessions covering physics, anatomy and clinical practice modules Mental health issues were also a big focus of peer support “The greatest request has been for more stress management”

Diverse Themes and Features Voluntary Mandatory More the Merrier Best of the Best Talking Signposts Essential Contributors Informal “Buddies” Trained Tutors Course Focused University organised

“In our first year of running the scheme we had zero attrition” Positive themes “Students feel happy with what they achieve” Mentor rewards Satisfaction Improved Confidence Sense of achievement Job prospects Decreased attrition “They benefit mainly through a growth in confidence and a realisation that they can be a part of helping students to achieve more” Original goals not necessarily met, interesting it wasn’t expected evolved from literature “In our first year of running the scheme we had zero attrition”

Challenges Logistics Student engagement Limited communication “The lack of harmonization of placement / campus time for students in different years” “The greatest challenge is getting students to realise this is a STUDENT LED and RUN project and the initiative is theirs to take” Logistics Student engagement Limited communication Teaching ahead of the curriculum Sustainability Training/Preparing Mentors “Ensuring that the PALs students do not teaching new information and get ahead of the teaching.” “PALs students need to have excellent exam [grades] and this doesn't always tie in with the more engaging personalities”

How can we apply this in practice? Peer support must happen at all levels It must be brought out of the education setting Why isn’t there a greater focus in practice? What are the barriers to peer support?

Going forward Further Research Help HEI’s to begin peer support programmes if not already utilised Enhance current peer support programmes Stronger together! Any questions and references.

Any Questions? Contact at: soc202@exeter.ac.uk @StevenCox98 r.m.meertens@exeter.ac.uk @RobertMeertens References: Boud D, Cohen R, Sampson J. Peer Learning in Higher Education: Learning from and with Each Other. Abingdon: Routledge; 2014 Meertens, R. Utilisation of a Peer Assisted Learning Scheme in an Undergraduate Diagnostic Radiography Module. Radiology. 2016; 22(1): e69 - e74