Peer-facilitated, small-group learning as a solution to engaging learners in interactive, reflective education following rapid expansion of the VTS cohort.

Problem

Background: Trainees expressed dissatisfaction with learner-delivered teaching at Shropshire VTS. A new format was required to deliver the RCGP core curriculum through reflective, interactive learning for an expanded group of culturally diverse learners with mixed educational experiences.Study Aims: • Engagement and ownership of VTS sessions by trainees.• Explore Bloom’s higher levels of knowledge through small-group, peer-facilitated discussion.• Make efficient use of time through a “flipped classroom” strategy• Use authentic cases to explore uncertainty, attitudes and develop “professional artistry” and synthesis of new knowledge.

Approach

A collaborative team of trainees and TPDs developed a format to deliver reflective, interactive learning in peer-facilitated small groups (8-10 trainees). Volunteer peer-facilitators were trained by a TPD.Feedback highlighted the difficulty some registrars had integrating new ideas with their clinical practice, so cases were written by the team to provide authentic scenarios from which to branch out into allied skills and attitudes to promote ideational scaffolding, guided by detailed facilitator notes.Cases and preparatory resources were distributed in advance to provide foundational knowledge allowing group time to be dedicated to deeper exploration in a “flipped classroom”.

Findings

Feedback has demonstrated a transformation in the educational experience of trainees who now perceive ownership of the process and learning that is deeper, supportive and better integrated.

Consequences

Our experience demonstrates that peer-facilitated small group learning can transform reflective learning in a large, diverse cohort of trainees, at different stages of professional development. Involving learners in planning and facilitation promotes ownership, empowerment, leadership and satisfaction.