Journal articles: 'Peer-led Model'

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Yoong, Andrel, Navin Mukundu Nagesh, Dupinderjit Singh Rye, and Vikram Devaraj. "Consultant led peer assisted learning model." Clinical Teacher 16, no. 5 (December 2, 2018): 502–6. http://dx.doi.org/10.1111/tct.12970.

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Miller, William, and Lorna MacGilchrist. "A model for peer‐led work." Health Education 96, no. 2 (April 1996): 24–29. http://dx.doi.org/10.1108/09654289610109334.

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Upmacis, Rita. "Peer-Led Team Learning and Student Success." Advances in Peer-Led Learning 1, no. 1 (December 20, 2021): 25–43. http://dx.doi.org/10.54935/apll2021-01-04-25.

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Peer-Led Team Learning (PLTL), a nationally recognized teaching and learning model, was introduced into the General Chemistry course at Pace University in 2014. The objective of this study was to determine the effect of the introduction of PLTL on the students’ final exam scores, and through surveys, determine how students viewed both the PLTL program and their Peer Leaders. In addition, this study sought to monitor the progress of Peer Leaders as they entered an upper-level Inorganic Chemistry class to determine whether the experience of being a Peer Leader helped their success in this course. The biggest difference, when comparing exam scores from two separate years before and after PLTL implementation, was found to be 10%. However, upon averaging exam scores over several years before and after the introduction of the PLTL program, a more modest average increase of 4% was determined. It was found that students with Peer Leader experience performed better in an upper-level Inorganic Chemistry class compared to those with no Peer Leader experience. Results from surveys administered to both students and Peer Leaders regarding their experiences, as well as the results from students evaluating their Peer Leaders, are reported here. Overall, the implementation of PLTL has led to greater interactions between the Instructor, Peer Leaders, and undergraduate students, thereby furthering a greater interest in chemistry and increasing the students’ sense of community.

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White, Pamela, Amy Beth Rowland, and Irena Pesis-Katz. "Peer–Led Team Learning Model in a Graduate–Level Nursing Course." Journal of Nursing Education 51, no. 8 (July 6, 2012): 471–75. http://dx.doi.org/10.3928/01484834-20120706-03.

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Gillard, Steve, Rhiannon Foster, and Kati Turner. "Evaluating the Prosper peer-led peer support network: a participatory, coproduced evaluation." Mental Health and Social Inclusion 20, no. 2 (May 9, 2016): 80–91. http://dx.doi.org/10.1108/mhsi-12-2015-0045.

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Purpose – A range of one-to-one, group and online approaches to peer support are increasingly complementing formal mental health service delivery. Evidence is emerging of the potential benefits and challenges of peer support for individuals, communities and organisations. There is more limited evidence describing peer-led peer support networks. The paper aims to discuss these issues. Design/methodology/approach – In an evaluation of Prosper, a peer-led, peer support network and social movement, members of the network played a participatory role in the design, conduct and interpretative work of the evaluation. An online survey, one-to-one interviews and group discussions were used. Findings – The evaluation describes an evolving network with planning and development meetings constituting core activity for many members alongside a monthly training programme supporting people to set up their own activities. There were strong shared values, and consensus that Prosper could strengthen social networks, improve individual well-being and impact on the way people used mental health services. Challenges were identified around feelings of uncertainty and vulnerability in relation to involvement in the network. Research limitations/implications – The participatory nature of the evaluation adds value to the learning offered. This was a descriptive evaluation; potential is indicated for the more formal modelling and testing of peer-led network and social movement initiatives. Practical implications – Clarity is needed on the relationship of the network to statutory mental health services – specifically around taking on a “service provider” role – and on the advantages and challenges of a “hybrid” organisational model that combines traditional, hierarchical and new distributed forms of leadership and structure. Social implications – Prosper demonstrated potential to create a sense of common culture based on sharing lived experience and mutual peer support, providing an alternative to the traditional culture of mental health services. Originality/value – This paper offers wider learning derived from evaluation of a highly original initiative in peer leadership, network structure and interface with statutory mental health services.

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Kumwenda, Moses K., Webster Mavhu, Wezzie S. Lora, Richard Chilongosi, Simon Sikwese, Miriam Taegtmeyer, Karin Hatzold, Cheryl C. Johnson, Elizabeth L. Corbett, and Nicola Desmond. "Feasibility and acceptability of a peer-led HIV self-testing model among female sex workers in Malawi: a qualitative study." BMJ Open 11, no. 12 (December 2021): e049248. http://dx.doi.org/10.1136/bmjopen-2021-049248.

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ObjectivesHIV testing is the gateway to HIV prevention and care services. Female sex workers (FSW) may benefit from HIV self-testing (HIVST), which offers greater control and confidentiality than other approaches. However, FSW also have unique vulnerabilities, making it critical to understand their perspective of HIVST to best contextualise HIVST to their needs. This study explored feasibility and acceptability of providing oral fluid-based peer-led HIVST to FSW to inform tailored HIVST delivery approaches.DesignQualitative study.SettingMalawi.ParticipantsThirty-nine FSW who had obtained a HIVST kit and eight peer distributors.ResultsPeer distributors’ accounts suggested that peer-led HIVST is feasible. Overall, FSW spoke positively about peer-led HIVST and younger FSW preferred it to facility-based HIV testing. FSW highlighted both greater control of their testing experience and that HIVST could allow them to avoid discriminatory attitudes frequently experienced in public facilities. Some also felt that HIVST kits could enable them to establish the HIV status of their sexual partners, better informing their decisions about condomless sex. Despite overall acceptance of HIVST, a few expressed doubts in the procedure. Some FSW already aware of their HIV-positive status reported using HIVST. A few accounts suggested peer pressure to self-test predominantly from peer distributors.ConclusionsThis study enabled us to explore feasibility and acceptability of peer-led HIVST among FSW, as well as potential shortcomings of the HIV testing modality. Peer distributors are a welcome additional model. However, they should avoid distribution in actual venues. Programmes should ensure a range of testing options are available and expand peer’s representation. Study findings will be used to tailor the HIVST distribution model to ensure its enhanced uptake among key populations in general and FSW, specifically.

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Peterson, Paula, Donata Sackey, Margaret Kay, Ignacio Correa-Velez, and Caroline Nicholson. "Using a peer led researcher model to connect with vulnerable communities around health." International Journal of Integrated Care 17, no. 3 (July 11, 2017): 65. http://dx.doi.org/10.5334/ijic.3177.

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Thompson, Brian L., Jason B. Luoma, Christeine M. Terry, Jenna T. LeJeune, Paul M. Guinther, and Harold Robb. "Creating a peer-led acceptance and commitment therapy consultation group: The Portland model." Journal of Contextual Behavioral Science 4, no. 3 (July 2015): 144–50. http://dx.doi.org/10.1016/j.jcbs.2014.11.004.

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Cole, Jaclyn D., Gwendolyn A. Wantuch, Melissa J. Ruble, Kamila A. Dell, Erini S. Serag-Bolos, Olivia R. Pane, and Aimon C. Miranda. "Experiential Innovations: Student peer-led topic discussions through a faculty team-based model." Currents in Pharmacy Teaching and Learning 8, no. 4 (July 2016): 543–48. http://dx.doi.org/10.1016/j.cptl.2016.03.014.

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Owen, Michael, Charlotte Kerner, Sarah Taylor, Robert Noonan, Lisa Newson, Maria-Christina Kosteli, Whitney Curry, and Stuart Fairclough. "The Feasibility and Acceptability of The Girls Peer Activity (G-PACT) Peer-led Mentoring Intervention." Children 5, no. 9 (September 19, 2018): 128. http://dx.doi.org/10.3390/children5090128.

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Enjoyment of physical activity (PA) is positively correlated with PA engagement. The inclusion of peers has been found to increase the likelihood of PA enjoyment in youth. Peer-led strategies, incorporating peer networks in the intervention delivery, is relatively underused and consequently understudied in school-based PA interventions. The purpose of this investigation was to evaluate the feasibility and acceptability of the novel Girls Peer Activity (G-PACT) peer-led mentoring intervention. Two-hundred and forty-nine Year 9 adolescent girls (13–14 years old) from three mixed-sex secondary schools located in West Lancashire, North-West England were invited to participate in the G-PACT project. The study employed a novel approach by using a three-tier model, including (Tier 1) Mentors (undergraduate students), (Tier 2) Leaders (Year 9 girls selected by teachers), and (Tier 3) Peers (whole Year 9 cohort). Mentors delivered a series of educational and leadership training to the Leaders in each respective school who then disseminated this information to their Peers and encouraged them to engage in more physical activities. Eight focus groups were conducted with Leaders (n = 40), 28 focus groups with Peers (n = 185), two focus groups with Mentors (n = 6), and three interviews with teachers (n = 4). Thematic analysis was used to analyze the pooled data and identify the key themes. The study found that the G-PACT intervention was feasible and acceptable for adolescent PA Leaders and their Mentors. The relationship between Leaders and their Peers required refinement to improve the communication processes to increase Peer engagement in the G-PACT project.

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McAlpin, Ngina, Cordelia R. Elaiho, Farrah Khan, Cristina Cruceta, Crispin Goytia, and Nita Vangeepuram. "Use of Focus Groups to Inform a New Community-Based Youth Diabetes Prevention Program." International Journal of Environmental Research and Public Health 19, no. 15 (August 5, 2022): 9655. http://dx.doi.org/10.3390/ijerph19159655.

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There have been few youth-led diabetes prevention programs. Our objective was to conduct focus groups to explore peer influences on adolescent lifestyle behaviors and strategies for implementing a youth peer education model for diabetes prevention. We conducted six focus groups with 52 youth (ages 13–22; 62% male, 38% female; 64% Hispanic, 36% non-Hispanic Black) from East Harlem, NYC. We used a Thematic Analysis approach to identify major themes, compared findings, and resolved differences through discussion and consensus. Three dominant themes arose: (1) Adolescents generally encounter more unhealthy peer influences on diet and more healthy peer influences on physical activity; (2) Adolescents endorse youth-led diabetes prevention strategies and describe ideal qualities for peer leaders and methods to support and evaluate leaders; (3) Adolescents prefer text messaging to monitor behaviors, track goals, and receive personalized guidance. Using study findings, our Community Action Board developed a peer-led diabetes prevention program for prediabetic adolescents.

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Juariah, Siti, Farida Farida, and Rizki Wahyu Yunian Putra. "IMPLEMENTASI PEER LED GUIDED INQUIRY (PLGI) TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA SMP." J-PiMat : Jurnal Pendidikan Matematika 2, no. 2 (November 16, 2020): 196–202. http://dx.doi.org/10.31932/j-pimat.v2i2.865.

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Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan pemecahan masalah siswa dan pengaruh penerapan model pembelajaran Peer Led Guided Inquiry (PLGI) di kelas VIII MTs Hidayatul Mubtadiin Jati Agung Lampung Selatan. Bentuk penelitian ini merupakan penelitian eksperimen dengan menggunakan Design Randomized Control Group Pretest-Posttest. Sampel penelitian terdiri dari 2 kelas, yaitu kelas VIII A sebagai kelas eksperimen dan kelas VII B sebagai kelas kontrol yang telah diuji normalitas menggunakan uji Liliefors dan diuji homogenitas menggunakan uji kesamaan dua rata-rata. Hipotesis penelitian diuji dengan menggunakan uji-t pihak kanan. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran PLGI dapat meningkatkan kemampuan pemecahan masalah pada pokok bahasan kubus dan balok dengan = 4,14> = 1,094.

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C.E., Ugochinyere, and Catherine O.A. "Effect of Peer-Led and Parent-Led Education Interventions on Menstrual Hygiene-Related Knowledge of In-School Adolescent Girls in Ogun State, Nigeria." International Journal of Public Health and Pharmacology 2, no. 1 (July 26, 2021): 1–14. http://dx.doi.org/10.52589/ijphp-djsha0un.

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The purposes of the study was to determine the effectiveness of peer-led and parent-led education on menstrual hygiene-related knowledge of in-school adolescent girls in Ogun state, Nigeria, which was conceptualized using the Health Belief Model. The study employed a quasi-experimental design with 120 in-school adolescent girls selected through a multistage sampling technique from four (4) secondary schools within Ogun East. A validated instrument was used for data collection. The findings showed that the adolescent girls' level of menstrual hygiene knowledge had a significant increase after the intervention. The peer-led group better predicted higher knowledge scores (mean diff = 7.13; effect size = 4.34; t = 19.091; p = 0.000). In conclusion, the peer-led education intervention was more effective in improving the level of adolescent girls' menstrual hygiene knowledge in Ogun State. It is recommended that peer educators be recruited for future interventions to change the reproductive health behaviors of adolescent girls nationally.

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Anggoro, Bambang Sri. "Meningkatkan Kemampuan Generalisasi Matematis Melalui Discovery Learning dan Model Pembelajaran Peer Led Guided Inquiry." Al-Jabar : Jurnal Pendidikan Matematika 7, no. 1 (June 16, 2016): 11–20. http://dx.doi.org/10.24042/ajpm.v7i1.23.

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The low ability of mathematical generalization of the students of SMPN 17 Bandar Lampung is because most of the students still have difficulty in drawing a conclusion from the material they have acquired and the lesson learned process of generalization aspect or less precisely the instructional model used. The purpose of this research is to know the influence of learning model of Peer Led Guided Inquiry and learning, discovery learning model with the ability of mathematical generalization. The measured variable from this research is the generalization ability in mathematics learning with the subject of algebraic factorization. This research is a quasi experimental research (quasi experimental research), where the subject of the study is students Class VIII students SMPN 17 Bandar Lampung. Data collection technique used is a test of mathematical generalization ability. The data analysis technique used analysis of variance (ANAVA) of one road with cell unlike the significance level α = 0,05 and as requirement analysis, that is a normal distribution population with liliefors model and homogenous population with Bartlett Test. Based on the result of research using ANAVA one way with cell unequal with significance level α = 0,05 it is obtained that 〖F〗 _count F_tabel IE 7,5105 3,0973, hence the decision of Ho test is rejected. So it can be concluded that there is influence of learning model Peer Led Guided Inquiry, learning model of Discovery Learning, Conventional learning model to ability of mathematical generalization of learners. The test proceeds with a double-compression test using Scheffe ' methods to see which has a significant effect on mathematical generabilizability. The calculation results show that of the three treatments, the learning model of Discovery Learning which gives a significant influence on the ability of mathematical generalization.

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Dennis, Diane, Lora Cipriano, Ginny Mulvey, Stephanie Parkinson, Alan Reubenson, and Anne Furness. "Observational Study Exploring the Efficacy and Effectiveness of a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement." International Journal of Environmental Research and Public Health 19, no. 8 (April 8, 2022): 4505. http://dx.doi.org/10.3390/ijerph19084505.

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(1) Background: Immersive simulation-based learning is relevant and effective in health care professional pre-licensure training. Peer-assisted learning has reciprocal benefit for the learner and the teacher. A fully simulated model of fieldwork placement has been utilised at Curtin University since 2014, historically employing full-time faculty supervisors. Due to the COVID-19 pandemic in 2020, traditional clinical placement availability diminished. (2) Methods: This mixed-methods prospective observational study aimed to translate the existing faculty-led placement for penultimate-year physiotherapy students to a peer-taught model, thereby creating new teaching placements for final-year students. Final- and penultimate-year physiotherapy students undertook the fully simulated fieldwork placement either as peer learners or peer teachers. The placement was then evaluated using four outcome measures: The ‘measure of quality of giving feedback scale’ (MQF) was used to assess peer learner satisfaction with peer-teacher supervision; plus/delta reflections were provided by peer teachers and faculty supervisors; student pass/fail rates for the penultimate-year physiotherapy students. (3) Results: For 10 weeks during November and December 2020, 195 students and 19 faculty participated in the placement. Mean MQF scores ranged from 6.4 (SD 0.86) to 6.8 (SD) out of 7; qualitative data reflected positive and negative aspects of the experience. There was a 4% fail rate for penultimate-year students for the placement. Results suggested that peer learners perceived peer-led feedback was of a high quality; there were both positives and challenges experienced using the model. (4) Conclusions: Physiotherapy students effectively adopted a peer-taught fully simulated fieldwork placement model with minimal faculty supervision, and comparable clinical competency outcomes.

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Hynes, Mary, Nicole Anderson, Monika Kastner, and Arlene Astell. "MODELS OF OLDER ADULT GROUP ENGAGEMENT TO IMPROVE HEALTH MANAGEMENT." Innovation in Aging 6, Supplement_1 (November 1, 2022): 577. http://dx.doi.org/10.1093/geroni/igac059.2171.

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Abstract We are studying the use of peer-to-peer group intervention as a means of promoting older adult health self-efficacy and self-management. To explore how older adults have worked together to improve health behaviors, a scoping review was conducted of older adult peer coaching in health maintenance or health improvement groups. Seventeen studies met all search criteria, including interventions examining the value of peer support in self-management of diabetes, a peer led program for fear of falling, and the effect of self-help groups on quality of life. Two models of peer engagement were identified: peer support and mutually supportive environments. Ten studies trained older adults to be peer mentors or leaders with training periods varying from two days to 30 weeks, although many did not include details of the training. The other seven studies examined mutually supportive environments for peer engagement such as a clinician-led with peer-support model, an app-based program with a social support component, and a prevention focused mutual support group. These studies included research comparing self-care and quality of life results after self-help group therapy and a study that analyzed the impact and role of volunteering at a seniors’ centre on maximizing member self-efficacy. While all studies reported on peer self-health engagement, there were many different goals ranging from evaluating health improvement programs to comparing peer and professional health group leadership. One consistent theme was improved perceived self-efficacy though peer group engagement.

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Sinyai, Clayton, Pete Stafford, and Chris Trahan. "Doing it Old School: Peer-led occupational safety training in the U.S. construction Industry." Notes from the Field 48, no. 3 (January 29, 2014): 605–11. http://dx.doi.org/10.7202/1021923ar.

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Many labour organizations that sponsor occupational health and safety training champion “peer training,” preferring instructors drawn from the shopfloor over academically credentialed experts. But peer training is hardly new: in the skilled trades, master craftsmen have instructed apprentices since the Middle Ages. Building on the apprenticeship model of education, the U.S.-based construction unions have created a network of more than 4,000 peer trainers who provide occupational health and safety training to up to 100,000 men and women in the building trades each year.

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Anwar, Yunita Arian Sani, and Hariantini Hariantini. "Penerapan Model Peer Led Team Learning Untuk Meningkatkan Hasil Belajar dan Sikap Siswa Terhadap Kimia." Jurnal Pijar Mipa 14, no. 1 (March 28, 2019): 13. http://dx.doi.org/10.29303/jpm.v14i1.999.

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Reaksi redoks merupakan materi yang masih dianggap sulit oleh siswa sekolah menengah atas. Penggunaan model yang dapat meningkatkan motivasi belajar diharapkan mampu mengatasi kesulitan belajar siswa. Peer Led Team Learning (PLTL) adalah salah satu model pembelajaran yang memiliki keunggulan untuk dapat mengatasi kesulitan siswa dalam belajar reaksi redoks. Penelitian ini bertujuan untuk mengetahui penerapan PLTL terhadap hasil belajar dan sikap siswa terhadap kimia. Desain penelitian yang digunakan adalah penelitian tindakan kelas (PTK) dengan model Kurt Lewin sebanyak 2 siklus. Pelaksanaan pada kelas XII MAN 2 Mataram dengan jumlah siswa sebanyak 44. Hasil penelitian pada siklus I menunjukkan bahwa rata-rata skor hasil belajar siswa sebesar 64,64 dan sikap terhadap kimia menunjukkan rata-rata sebesar 4,19. Perbaikan yang dilakukan pada siklus II sebagai hasil refleksi siklus I adalah menggunakan demonstrasi sederhana dan mengatur kembali anggota kelompok siswa. Siklus II menunjukkan peningkatan skor hasil belajar dan sikap terhadap kimia masing-masing sebesar 72,27 dan 4,41. Dengan demikian, penerapan model PLTL mampu meningkatkan hasil belajar dan sikap terhadap kimia siswa MAN 2 Mataram pada pokok bahasan reaksi redoks.

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Fields, N., L. Xu, and R. Parekh. "THE SENIOR COMPANION PROGRAM PLUS: A PEER-LED MODEL FOR CULTURALLY-INFORMED FAMILY CAREGIVER INTERVENTIONS." Innovation in Aging 2, suppl_1 (November 1, 2018): 162. http://dx.doi.org/10.1093/geroni/igy023.586.

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Samuolis, Jessica, Angela J. Harrison, and Karen Flanagan. "Evaluation of a Peer-Led Implementation of a Suicide Prevention Gatekeeper Training Program for College Students." Crisis 41, no. 5 (September 2020): 331–36. http://dx.doi.org/10.1027/0227-5910/a000638.

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Abstract. Background: Research on models of implementation that enable widespread dissemination of suicide prevention to young adults is needed to address the critical public health issue of suicide among young adults. A peer-to-peer implementation approach may increase widespread dissemination of suicide prevention on college campuses. Aims: The current study involved the evaluation of a peer-led implementation of the evidence-based program Question, Persuade, and Refer Gatekeeper Training for Suicide Prevention (QPR). Method: A total of 161 college students attended one of eight QPR implementations conducted by student peer educators certified as QPR trainers. Questionnaires were administered at pretest and posttest to assess knowledge of suicide, likelihood of intervening with someone suicidal, and self-efficacy to intervene with someone suicidal. Results: Results from a series of paired-samples t tests showed significant increases from pretest to posttest on the three outcomes of interest – knowledge of suicide, self-efficacy to intervene with someone suicidal, and likelihood to intervene with someone suicidal. Limitations: The short time frame of the current study is a limitation. Conclusion: Support for a peer-led model of implementation for college students has critical implications in terms of increasing the capacity for widespread dissemination of suicide prevention efforts on college campuses.

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Snyder, Julia J., B. Elijah Carter, and Jason R. Wiles. "Implementation of the Peer-Led Team-Learning Instructional Model as a Stopgap Measure Improves Student Achievement for Students Opting Out of Laboratory." CBE—Life Sciences Education 14, no. 1 (March 2, 2015): ar2. http://dx.doi.org/10.1187/cbe.13-08-0168.

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In entry-level university courses in science, technology, engineering, and mathematics fields, students participating in associated laboratory sessions generally do better than those who have no related lab classes. This is a problem when, for various reasons, not enough lab sections can be offered for students and/or when students opt out of optional available lab courses. Faced with such a situation, this study evaluated the efficacy of the peer-led team-learning (PLTL) instructional model as a potential method for narrowing the achievement gap among undergraduate students electing not to enroll in an optional laboratory component of an introductory biology course. In peer-led workshops, small groups of students participated in solving problems and other activities that encouraged active learning. Students led by peer leaders attained significantly higher exam and final course grades in introductory biology than comparable students not participating in PLTL. Among the introductory biology students who opted not to enroll in the optional lab course, those who participated in PLTL averaged more than a letter grade higher than those who did not. This difference was statistically significant, and the PLTL workshops almost entirely closed the achievement gap in lecture exam and final grades for students who did not take the lab.

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South, Jane, Anne-Marie Bagnall, Claire Hulme, James Woodall, Roberta Longo, Rachael Dixey, Karina Kinsella, Gary Raine, Karen Vinall-Collier, and Judy Wright. "A systematic review of the effectiveness and cost-effectiveness of peer-based interventions to maintain and improve offender health in prison settings." Health Services and Delivery Research 2, no. 35 (October 2014): 1–218. http://dx.doi.org/10.3310/hsdr02350.

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BackgroundOffender health is deemed a priority issue by the Department of Health. Peer support is an established feature of prison life in England and Wales; however, more needs to be known about the effectiveness of peer-based interventions to maintain and improve health in prison settings.ObjectivesThe study aimed to synthesise the evidence on peer-based interventions in prison settings by carrying out a systematic review and holding an expert symposium. Review questions were (1) what are the effects of peer-based interventions on prisoner health and the determinants of prisoner health?, (2) what are the positive and negative impacts on health services within prison settings of delivering peer-based interventions?, (3) how do the effects of peer-based approaches compare with those of professionally led approaches? and (4) what are the costs and cost-effectiveness of peer-based interventions in prison settings?Data sourcesFor the systematic review, 20 electronic databases including MEDLINE, PsycINFO, the Cumulative Index to Nursing and Allied Health Literature and EMBASE were searched from 1985. Grey literature and relevant websites were also searched. To supplement the review findings 58 delegates, representing a variety of organisations, attended an expert symposium, which provided contextual information.Review methodsTwo reviewers independently selected studies using the following inclusion criteria: population – prisoners resident in prisons and young offender institutions; intervention – peer-based interventions; comparators: review questions 3 and 4 compared peer-led and professionally led approaches; outcomes – prisoner health or determinants of health, organisational/process outcomes or views of prison populations; study design: quantitative, qualitative and mixed-methods evaluations. Two reviewers extracted data and assessed validity using piloted electronic forms and validity assessment criteria based on published checklists. Results from quantitative studies were combined using narrative summary and meta-analysis when appropriate; results from qualitative studies were combined using thematic synthesis.ResultsA total of 15,320 potentially relevant papers were identified of which 57 studies were included in the effectiveness review and one study was included in the cost-effectiveness review; most were of poor methodological quality. A typology of peer-based interventions was developed. Evidence suggested that peer education interventions are effective at reducing risky behaviours and that peer support services provide an acceptable source of help within the prison environment and have a positive effect on recipients; the strongest evidence came from the Listener scheme. Consistent evidence from many predominantly qualitative studies suggested that being a peer deliverer was associated with positive effects across all intervention types. There was limited evidence about recruitment of peer deliverers. Recurring themes were the importance of prison managerial and staff support for schemes to operate successfully, and risk management. There was little evidence on the cost-effectiveness of peer-based interventions. An economic model, developed from the results of the effectiveness review, although based on data of variable quality and a number of assumptions, showed the cost-effectiveness of peer-led over professionally led education in prison for the prevention of human immunodeficiency virus (HIV) infection.LimitationsThe 58 included studies were, on the whole, of poor methodological quality.ConclusionsThere is consistent evidence from a large number of studies that being a peer worker is associated with positive health. Peer support services can also provide an acceptable source of help within the prison environment and can have a positive effect on recipients. This was confirmed by expert evidence. Research into cost-effectiveness is sparse but a limited HIV-specific economic model, although based on a number of assumptions and evidence of variable quality, showed that peer interventions were cost-effective compared with professionally led interventions. Well-designed intervention studies are needed to provide robust evidence including assessing outcomes for the target population, economic analysis of cost-effectiveness and impacts on prison health services. More research is needed to examine issues of reach, utilisation and acceptability from the perspective of recipients and those who choose not to receive peer support.Study registrationThis study was registered as PROSPERO CRD42012002349.FundingThe National Institute for Health Research Health Services and Delivery Research programme.

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Barras, Lilian, Maike Neuhaus, Elizabeth V. Cyarto, and Natasha Reid. "Effectiveness of Peer-Led Wellbeing Interventions in Retirement Living: A Systematic Review." International Journal of Environmental Research and Public Health 18, no. 21 (November 3, 2021): 11557. http://dx.doi.org/10.3390/ijerph182111557.

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Retirement living (RL) communities may be an ideal setting in which to utilize peer-leaders to implement or support health and wellbeing interventions. To date, this literature has not been systematically summarized. The purpose of this study was to fill this gap with a particular focus on describing the extent to which interventions addressed each level of the social ecological model of behavior change. This review utilized established frameworks for assessing methodological quality of studies, including the CONSORT guidelines and RoB2 bias assessment for cluster randomized controlled trials. A total of 153 records were identified from database searches, and seven studies met inclusion criteria. Overall, there is emerging evidence that peer-led health and wellbeing programs in RL communities can positively impact both health behavior, such as increased physical activity or nutrition, and health status, such as lower blood pressure. The study quality was modest to very good, but only one study was deemed not to have a high risk of bias. Peers are generally cost-effective, more accessible, and relatable leaders for health interventions that can still produce impactful changes. Future studies are needed to better understand how to sustain promising interventions.

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Cooper, Keith, Jonathan Shepherd, Jo Picot, Jeremy Jones, Josephine Kavanagh, Angela Harden, Elaine Barnett-Page, et al. "AN ECONOMIC MODEL OF SCHOOL-BASED BEHAVIORAL INTERVENTIONS TO PREVENT SEXUALLY TRANSMITTED INFECTIONS." International Journal of Technology Assessment in Health Care 28, no. 4 (September 21, 2012): 407–14. http://dx.doi.org/10.1017/s0266462312000475.

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Objectives: Reducing sexually transmitted infections (STI) and teenage pregnancy through effective health education is a high priority for health policy. Behavioral interventions which teach skills to practice safer sex may reduce the incidence of STIs. We evaluated the cost-effectiveness of school-based behavioral interventions in young people.Methods: We developed an economic model to estimate the total number of STI cases averted, consequent gain in health related quality of life (HRQoL) and savings in medical costs, based on changes in sexual behavior. The parameters for the model were derived from a systematic literature search on the intervention effectiveness, epidemiology of STIs, sexual behavior and lifestyles, HRQoL and health service costs.Results: The costs of providing teacher-led and peer-led behavioral interventions were €5.16 and €18 per pupil, respectively. For a cohort of 1000 boys and 1000 girls aged 15 years, the model estimated that the behavioral interventions would avert two STI cases and save 0.35 Quality Adjusted Life Years (QALYs). Compared to standard education, the incremental cost-effectiveness of the teacher-led and peer-led interventions was €24,268 and €96,938 per QALY gained, respectively.Conclusions: School-based behavioral interventions which provide information and teach young people sexual health skills can bring about improvements in knowledge and increased self-efficacy, though these may be limited in terms of impact on sexual behavior. There was uncertainty around the results due to the limited effect of the intervention on behavioral outcomes and paucity of data for other input parameters.

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Sultan, Binta, John Gibbons, Indrajit Ghosh, Julian Surey, and Mark Leonard. "Success of a peer-led community based model of hepatitis C treatment support for marginalised populations." Journal of Hepatology 77 (July 2022): S556. http://dx.doi.org/10.1016/s0168-8278(22)01434-9.

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Protty, Majd B., Jake Mann, Mohammed A. Mohammed, Roger Holder, and Connie Wiskin. "Students as teachers: The impact of a near-peer-led didactic teaching model on tutee confidence." Medical Teacher 35, no. 11 (April 22, 2013): 968. http://dx.doi.org/10.3109/0142159x.2013.786814.

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Kunwar, Ramesh Raj. "Airbnb: Understanding the Concept, Recognizing the Values." Journal of Tourism and Hospitality Education 10 (May 4, 2020): 132–69. http://dx.doi.org/10.3126/jthe.v10i0.28764.

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Peer-to-peer (P2P) accommodation into the tourism market through a model of disruptive innovation is going to be very popular in the world. This has been coined as network hospitality led by Airbnb platform which will work as a mediator between the hosts and guests. Trust plays the major role for decision making to buy the shelter. The objective of studying this new area is to understand in better way through the help of secondary sources. Academic research is generally guided by the theories. Therefore, the researcher aimed to know which kind of concepts and models were applied by previous scholars. The study is confined to the Airbnb and Couchsurfing. For this study, the researcher has followed umbrella type of review research which will shed light on the knowledge of peer-to-peer accommodation and sharing economy.

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Saint-Georges, Zacharie, and Tracy Vaillancourt. "The temporal sequence of depressive symptoms, peer victimization, and self-esteem across adolescence: Evidence for an integrated self-perception driven model." Development and Psychopathology 32, no. 3 (August 7, 2019): 975–84. http://dx.doi.org/10.1017/s0954579419000865.

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AbstractDepression is associated with a multiplicity of adverse outcomes in adolescence, including peer victimization and low self-esteem. Depressive symptoms, peer victimization, and self-esteem are linked in cross-sectional studies, but no longitudinal study has been conducted assessing their developmental pathways in one integrated model across adolescence. We explored their temporal sequencing in a normative sample of 612 Canadian adolescents (54% girls) assessed annually over 5 years (Grade 7 to Grade 11). Potential confounders such as biological sex, ethnicity/race, and parent income and education were statistically controlled. We found evidence for the vulnerability model (self-esteem predicting depression) and the symptoms-driven model (depression predicting peer victimization). Our findings also supported the integration of these pathways into a self-perception driven model characterized by the indirect effect of self-esteem on later peer victimization via depressive symptoms. Specifically, poor self-esteem initiated a developmental cascade that led to poor mood and poor peer relations. These results highlight the importance of helping youth form a healthy identity that promotes positive mental health and peer relations, and the need to intervene with depressed, victimized, and at-risk adolescents to instill positive self-regard. Our results also emphasize the central role that self-perceptions play in the onset and maintenance of poor outcomes.

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Kibble, Jonathan D. "A peer-led supplemental tutorial project for medical physiology: implementation in a large class." Advances in Physiology Education 33, no. 2 (June 2009): 111–14. http://dx.doi.org/10.1152/advan.90212.2008.

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The purpose of this study was to evaluate the practicality of implementing a peer-teaching program in a large class (>350 students) of medical students and whether such a program is beneficial. Case-based problems were developed by faculty members to facilitate student problem solving and discussion. Voluntary student enrollment was available during the first week of a semester. Tutorials took place during out of class time and were facilitated by peers from the previous class. Tutors were selected for their outstanding performance in physiology; they were provided with training in facilitation skills and were given a package of model answers. Sixty-eight students enrolled in this pilot program and were organized into groups of ∼8 students. On average, students attended four of six tutorials. Posttutorial quiz scores were significantly greater than paired pretest scores. Surveys showed that students had high expectations at the outset, which were matched with positive perceptions at the end of the tutorial program; the use of near-peer tutors was especially well received. Tutors also gave high approval ratings for their experiences. In conclusion, the peer tutoring program was logistically straightforward to implement in a large class and was endorsed by the participants.

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Reid, Leila, Rachel Halford, Stuart Smith, and Sean Cox. "Peer-led hepatitis C services reach poorly served populations at scale: a model for tackling health inequalities." Journal of Hepatology 77 (July 2022): S220. http://dx.doi.org/10.1016/s0168-8278(22)00813-3.

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Gros, P., S. Sasikumar, M. Freedman, M. Kinach, and D. Rotstein. "Neurology International Residents Videoconference and Exchange (NIRVE): A model for peer-led neurology resident education using telemedicine." Journal of the Neurological Sciences 405 (October 2019): 113. http://dx.doi.org/10.1016/j.jns.2019.10.1784.

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Struthers, Karen, Clare Tilbury, and Grace Williams. "Young People Leading Change in Domestic Violence Prevention: R4Respect." Children Australia 42, no. 3 (May 25, 2017): 205–16. http://dx.doi.org/10.1017/cha.2017.20.

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Active youth participation models that tackle major social problems can promote positive youth development and wellbeing. Implementation and evaluation of youth participation models to curtail violence in families and other intimate relationships is limited. The present study reports on a process evaluation of a new youth participation model called R4Respect that features a peer-led approach to respectful relationships education, which is aimed at preventing domestic violence. The evaluation uses qualitative methods, based on interviews with youth participants and adult external stakeholders, drawing on the Tiffany–Eckenrode Program Participation Scale. The evaluation demonstrates that R4Respect is successfully engaging young people as decision-makers and peer-educators in strategies aimed at improving the understanding young people have of what constitutes respect in relationships. The R4Respect model shows that young people can fulfil an important role in the prevention of domestic violence.

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Pirrocco, Fiona, Ian Goodman, and Michael B. Pitt. "Leveraging Peer Teaching for Global Health Elective Preparation: Implementation of a Resident-Led Global Health Simulation Curriculum." Global Pediatric Health 6 (January 2019): 2333794X1985110. http://dx.doi.org/10.1177/2333794x19851108.

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Introduction. As more trainees engage in global health electives, the call for best practices in predeparture preparation grows. However, many residency programs may not have the infrastructure or staffing in place to consistently meet these expectations. Objective. To assess the feasibility, benefits, and limitations of having residents trained to facilitate and implement a global health preparatory simulation curriculum. Approach. In 2016, we had 5 residents undergo online Simulation Use for Global Away Rotations (SUGAR) facilitator training. Since then, we have conducted 3 simulation sessions from 2016 to 2018. Feedback was obtained from 75% of our participants, which was found to be similar to feedback obtained from attending-led models. Lessons Learned. A resident-led global health preparatory curriculum provides a sustainable model for residency programs without placing additional burden on attending faculty.

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M. Bettencourt, Genia, Victoria K. Malaney, Caitlin J. Kidder, and Chrystal A. George Mwangi. "Examining Scholar-Practitioner Identity in Peer-Led Research Communities in Higher Education Programs." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 095–113. http://dx.doi.org/10.28945/3783.

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Aim/Purpose: The purpose of this study is to explore how research skills and communities can be promoted in student affairs and/or higher education graduate preparation programs through a peer-led, team-based model. Background: Numerous scholars emphasized a lack of empirical research being conducted by student affairs professionals, even though integration of scholarship with practice remains of critical importance to field of higher education. Methodology: Though a descriptive case study of a graduate research course, we engage both quantitative and qualitative data points in a convergent parallel mixed methods design. Contribution: This study provides an important contribution in understanding how graduate programs may better prepare students to engage within a spectrum of scholar-practitioner identity. Findings: Findings suggest that while participants see value in a scholar-practitioner identity and its impact on their future goals, there is often a discrepancy between the perceived feasibility of embodying the role in actual student affairs practice as well as variations across master’s and doctoral student levels. Recommendations for Practitioners: Recommendations for practice include working to integrate scholarship in professional positions and promoting greater collaboration between graduate coursework and professional supervisors. Recommendation for Researchers: Recommendations for researchers include continuing to examine how communities of practice develop across the levels of graduate socialization. Impact on Society: Understanding how individuals engage in scholarship in their fields carries interdisciplinary implications for merging research into professional roles. Future Research: A key area for future research is longitudinal inquiry into how emerging professionals in higher education/student affairs negotiate the scholar-practitioner spectrum across career development.

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Bell, Sara F. E., Luke Coffey, Joseph Debattista, Steven G. Badman, Andrew M. Redmond, David M. Whiley, Jime Lemoire, et al. "Peer-delivered point-of-care testing for Chlamydia trachomatis and Neisseria gonorrhoeae within an urban community setting: a cross-sectional analysis." Sexual Health 17, no. 4 (2020): 359. http://dx.doi.org/10.1071/sh19233.

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Abstract Background The advent of fully automated nucleic acid amplification test (NAAT) technology brings new public health opportunities to provide Chlamydia trachomatis (CT) and Neisseria gonorrhoeae (NG) point-of-care testing (POCT) in non-traditional settings. Methods: This pilot study evaluated the integration of the CT/NG Xpert diagnostic assay into an urban peer-led community setting providing HIV and syphilis POCT. A comprehensive protocol of testing, result notification, referral and follow up, managed by peer test facilitators, was undertaken. Results: Over 67 weeks, there were 4523 occasions of CT/NG testing using urine, oropharyngeal and anorectal samples with 25.7% (803) of the 3123 unique participants returning for repeat testing. The prevalence of CT and NG was 9.5% and 5.4% respectively. Where CT and or NG infection was detected, 98.4% (604/614) of participants were successfully notified of detected infection and referred for treatment. Evaluation Survey responses (11.4%, 516/4523) indicated a substantial proportion of respondents (27.1%, 140/516) ‘would not have tested anywhere else’. Of note, 17.8% (92/516) of participants reported no previous CT/NG test and an additional 17.8% (92/516) reported testing more than 12 months ago. A total of 95.9% (495/516) of participants ‘Strongly agreed’ or ‘Agreed’ to being satisfied with the service. Conclusion: The project successfully demonstrated an acceptable and feasible model for a peer-delivered community-led service to provide targeted molecular CT/NG POCT. This model offers capacity to move beyond the traditional pathology and STI testing services and establish community-led models that build trust and increase testing rates for key populations of epidemiological significance.

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Xu, Zhigang, Kerong Zhang, Li Zhou, and Ruiyao Ying. "Mutual proximity and heterogeneity in peer effects of farmers' technology adoption: evidence from China's soil testing and formulated fertilization program." China Agricultural Economic Review 14, no. 2 (January 24, 2022): 395–415. http://dx.doi.org/10.1108/caer-10-2020-0250.

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PurposeWhile the peer effects of technology adoption are well established, few studies have considered the variation in peer effects resulting from the mutual proximity between leaders and followers and the heterogeneity of farmers' learning technology. This study addresses the gap in the literature by analyzing the peer effects of technology adoption among Chinese farmers.Design/methodology/approachDrawing on a government-led soil testing and formulated fertilization program, this study uses survey data of farmers from three Chinese provinces to examine the peer effects of technology adoption. This study uses a probit model to examine how mutual proximity influences peer effects and their heterogeneity. Accordingly, farmers were divided into two groups, namely small- and large-scale farmers, and then into leaders or followers depending on whether they were selected by the government as model farmers.FindingsBoth small- and large-scale farmers are more likely to use formula fertilizer if their peers do so. However, a large-scale farmer is more likely to adopt formula fertilizer if the average adoption behavior of other large-scale model (leader) farmers is higher, while a small-scale farmer is more likely to adopt formula fertilizer if other small-scale non-model (follower) farmers have higher average adoption behavior. Moreover, the peer effect was weakened by geographic distance among small-scale farmers and by economic distance among large-scale farmers.Originality/valueThis study elucidates the means of optimizing social learning and technology adoption among farmers.

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Denison, J. A., S. Tsui, J. Bratt, K. Torpey, M. A. Weaver, and M. Kabaso. "Do peer educators make a difference? An evaluation of a youth-led HIV prevention model in Zambian Schools." Health Education Research 27, no. 2 (October 10, 2011): 237–47. http://dx.doi.org/10.1093/her/cyr093.

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Amosu, Ademola M., and Chinomso A. Uzoechi. "EFFECT OF SCHOOL-BASED EDUCATIONAL INTERVENTIONS ON DEPRESSION-RELATED HEALTH-SEEKING BEHAVIOUR AMONG IN-SCHOOL ADOLESCENTS IN OGUN STATE, NIGERIA." European Journal of Health Sciences 6, no. 5 (December 14, 2021): 1–14. http://dx.doi.org/10.47672/ejhs.871.

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Introduction: Depression is one of the most common mental health diseases among adolescents; the repercussions are penetrating and are visible later in life. Purpose: To determine the effectiveness of school-based educational interventions on depression-related health-seeking behaviour among in-school adolescents in Ogun state, Nigeria. Methodology: A quasi-experimental design comprising of one control group and three experimental groups was conducted. Health Belief Model (HBM) was used for the study. The population of the study was 120 in-school adolescents selected using the multi-stage sampling technique from four (4) selected secondary schools. A validated semi-structured questionnaire was used for data collection. Data collected was coded using IBM® SPSS version 23. Data were analyzed using descriptive and inferential statistics at 0.05 level of significance. Findings: The mean±SD ages of the adolescents in the teacher-led, peer-led, teacher-led and peer-led and control groups were 14.43±2.315 years, 14.33±1.605 years, 14.97±1.426 years and 15.43±1.960 years in the teacher-led, peer-led, teacher and peer-led and control groups respectively. Equal number of female and male students were in the teacher-led group but different in other groups 19 (63.3%), 19 (63.3%) and 16 (53.3%). Results established that the students recruited for this study shared similar socio-demographic characteristics. The findings revealed that adolescent’s level of depression health-seeking behaviour significantly increased after the intervention. The teacher-led group had greater health-seeking behaviour scores (mean difference=24.27; effect size=16.04, t = 75.123; p = 0.000). Conclusion and Recommendation: The study established that teacher-led educational intervention had the greatest effect size and change in the level depression health-seeking behaviour among adolescents. This reinforces the opinion that teachers are often able to provide adolescents with key support in which they play the role of mentors in schools. Contribution to theory, practice and policy: The findings of this study which used the HBM theory support the premise that interventions based on theories are effective in influencing behaviour change in which health educators can utilize. A combination of intervention may also be important in influencing specific changes of adolescents’ mental health behaviours. Policy briefs with the study’s findings and concise summary should be communicated to the policy makers with follow up to aid updating mental health policies available.

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Warren, Digby, and Wilko Luebsen. "‘Getting into the flow of university’: a coaching approach to student peer support." Journal of Educational Innovation, Partnership and Change 3, no. 1 (September 18, 2017): 262. http://dx.doi.org/10.21100/jeipc.v3i1.599.

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As Keenan (2014) reports, peer-led learning schemes are gaining momentum globally, bringing benefits to both ‘peer leaders’ and their mentees. Such schemes can also be vehicles for student engagement and supporting successful transition. In its Peer-Assisted Student Success (PASS) scheme, London Metropolitan University has developed a course-embedded model in which trained ‘Success Coaches’ provide academic and personal guidance to first-years on all undergraduate degree programmes via in-class groups and one-to-one support. Another distinctive feature is its adoption of a coaching philosophy in the role of student mentoring. This case study explores the experiences and benefits accrued by both first-year students and Success Coaches from this coaching style, drawing on rich data collected via focus groups using images as a form of ‘arts-based inquiry’. Themes emerging from the data illuminate the nature of the peer relationship. The paper also considers implications, for peer-mentor training, of incorporating a coaching approach.

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Eren-Sisman, E. N., C. Cigdemoglu, and O. Geban. "The effect of peer-led team learning on undergraduate engineering students’ conceptual understanding, state anxiety, and social anxiety." Chemistry Education Research and Practice 19, no. 3 (2018): 694–710. http://dx.doi.org/10.1039/c7rp00201g.

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This study aims to compare the effectiveness of a Peer-Led Team Learning (PLTL) model with that of traditional college instruction (TCI) in enhancing the conceptual understanding and reducing both the state anxiety and social anxiety of undergraduate engineering students in a general chemistry course in a quasi-experimental design. 128 engineering students taking the course participated in the study. One of the course sections was randomly assigned to the experimental group and the other section was assigned to the control group. Both sections were taught by the same instructor. The control group was instructed using traditional college instruction, while the experimental group was instructed using the PLTL model. Throughout this study, six peer-led chemistry workshops and leader training sessions were performed simultaneously. The General Chemistry Concept Test, the State–Trait Anxiety Inventory, and the Social Anxiety Questionnaire for Adults were administered before and after the treatment to both groups. One-way Multivariate Analysis of Covariance (MANCOVA) indicated that after controlling students’ university entrance scores, trait anxiety scores and pre-test scores of both the General Chemistry Concept Test and state anxiety, the PLTL model was more effective in improving the conceptual understanding and reducing the situational anxiety of engineering students in undergraduate general chemistry. However, it was not so effective in lessening their social anxiety when compared to traditional college instruction.

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Rawal, Lal, Berhe W. Sahle, Ben J. Smith, Kie Kanda, Ebenezer Owusu-Addo, and Andre M. N. Renzaho. "Lifestyle interventions for type 2 diabetes management among migrants and ethnic minorities living in industrialized countries: a systematic review and meta-analyses." BMJ Open Diabetes Research & Care 9, no. 1 (April 2021): e001924. http://dx.doi.org/10.1136/bmjdrc-2020-001924.

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The objective of this systematic review was to determine the effectiveness of lifestyle interventions to improve the management of type 2 diabetes mellitus (T2DM) among migrants and ethnic minorities. Major searched databases included MEDLINE (via PubMed), EMBASE (via Ovid) and CINAHL. The selection of studies and data extraction followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. In the meta-analysis, significant heterogeneity was detected among the studies (I2 >50%), and hence a random effects model was used. Subgroup analyses were performed to compare the effect of lifestyle interventions according to intervention approaches (peer-led vs community health workers (CHWs)-led). A total of 17 studies were included in this review which used interventions delivered by CHWs or peer supporters or combination of both. The majority of the studies assessed effectiveness of key primary (hemoglobin (HbA1c), lipids, fasting plasma glucose) and secondary outcomes (weight, body mass index, blood pressure, physical activity, alcohol consumption, tobacco smoking, food habits and healthcare utilization). Meta-analyses showed lifestyle interventions were associated with a small but statistically significant reduction in HbA1c level (−0.18%; 95% CI −0.32% to −0.04%, p=0.031). In subgroup analyses, the peer-led interventions showed relatively better HbA1c improvement than CHW-led interventions, but the difference was not statistically significant (p=0.379). Seven studies presented intervention costs, which ranged from US$131 to US$461 per participant per year. We conclude that lifestyle interventions using either CHWs or peer supporters or a combination of both have shown modest effectiveness for T2DM management among migrants of different background and origin and ethnic minorities. The evidence base is promising in terms of developing culturally appropriate, clinically sound and cost-effective intervention approaches to respond to the growing and diverse migrants and ethnic minorities affected by diabetes worldwide.

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Deverall, Eamonn, Giorgi Kvizhinadze, Frank Pega, Tony Blakely, and Nick Wilson. "Exercise programmes to prevent falls among older adults: modelling health gain, cost-utility and equity impacts." Injury Prevention 25, no. 4 (January 23, 2018): 258–63. http://dx.doi.org/10.1136/injuryprev-2016-042309.

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BackgroundSome falls prevention interventions for the older population appear cost-effective, but there is uncertainty about others. Therefore, we aimed to model three types of exercise programme each running for 25 years among 65+ year olds: (i) a peer-led group-based one; (ii) a home-based one and (iii) a commercial one.MethodsAn established Markov model for studying falls prevention in New Zealand (NZ) was adapted to estimate incremental cost-effectiveness ratios (ICERs) in cost per quality-adjusted life-years (QALYs) gained. Detailed NZ experimental, epidemiological and cost data were used for the base year 2011. A health system perspective was taken and a discount rate of 3% applied. Intervention effectiveness estimates came from a Cochrane Review.ResultsThe intervention generating the greatest health gain and costing the least was the home-based exercise programme intervention. Lifetime health gains were estimated at 47 100 QALYs (95%uncertainty interval (UI) 22 300 to 74 400). Cost-effectiveness was high (ICER: US$4640 per QALY gained; (95% UI US$996 to 10 500)), and probably more so than a home safety assessment and modification intervention using the same basic model (ICER: US$6060). The peer-led group-based exercise programme was estimated to generate 42 000 QALYs with an ICER of US$9490. The commercially provided group programme was more expensive and less cost-effective (ICER: US$34 500). Further analyses by sex, age group and ethnicity (Indigenous Māori and non-Māori) for the peer-led group-intervention showed similar health gains and cost-effectiveness.ConclusionsImplementing any of these three types of exercise programme for falls prevention in older people could produce considerable health gain, but with the home-based version being likely to be the most cost-effective.

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Wong, William Chi Wai, Lin Song, Christopher See, Stephanie Tze Hei Lau, Wai Han Sun, Kitty Wai Ying Choi, and Joseph Tucker. "Using Crowdsourcing to Develop a Peer-Led Intervention for Safer Dating App Use: Pilot Study." JMIR Formative Research 4, no. 4 (April 21, 2020): e12098. http://dx.doi.org/10.2196/12098.

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Background Smartphone-based dating apps are rapidly transforming how people seek potential sexual and romantic partners. However, they can also increase the risk of unsafe sexual behaviors, harassment, and infringement of personal privacy. Current research on interventions for safer dating app use remains insufficient. Objective The goal of this study was to describe the development of an intervention for safer dating app usage using crowdsourcing and peer-led approaches. Methods This paper describes the development of an intervention program designed to promote safer dating app use among college students. Crowdsourcing and peer-led approaches were adopted during key stages of the development process. Focus group discussions were held to assess the experience and needs of dating app users. A crowdsourcing contest then solicited ideas for performance objectives for the intervention. These objectives were grouped to further identify practical strategies. A one-day intensive workshop was subsequently held with peer mentors to brainstorm ideas for the production of creative interventional materials. The intervention programs were produced and tested in a pilot study. The app’s effectiveness will be evaluated in a cluster randomized controlled trial. Results The intervention program consists of a risk assessment tool, a first-person scenario game, and four short videos. The risk assessment tool, comprised of 14 questions, will give the participant a score to determine their level of risk of adverse events when using dating apps. The scenario game is a first-person simulation game where the players are presented with choices when faced with different scenarios. The short videos each last 2-4 minutes, with points of discussion aimed at addressing the risks of using dating apps. The programs were piloted and were found to be relatable and helpful when further modifications were made. Conclusions Potential challenges identified during the development process included data management and analysis, sustaining peer mentors’ interests and participation, and balancing between providing more information and perpetuating social stigma around dating app use. By integrating new approaches, such as crowdsourcing and the peer-led approach, in developing an intervention for safer dating app use, our development process provides a viable model for developing future interventions to address the risks associated with dating app use.

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Carlson, Kerri, Dayius Turvold Celotta, Erin Curran, Mithra Marcus, and Melissa Loe. "Assessing the impact of a Multi-Disciplinary Peer-Led-Team Learning Program on Undergraduates STEM Education." Journal of University Teaching and Learning Practice 13, no. 1 (January 1, 2016): 61–82. http://dx.doi.org/10.53761/1.13.1.5.

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There has been a national call to transition away from the traditional, passive, lecture-based model of STEM education towards one that facilitates learning through active engagement and problem solving. This mixed-methods research study examines the impact of a supplemental Peer-Led Team Learning (PLTL) program on knowledge and skill acquisition for students in introductory biology, chemistry, calculus and applied statistics courses. Results indicate program participants reliably outperform their matched pairs in courses that emphasize quantitative reasoning. Moreover, program participants report acquiring important insights about learning, collaboration, and engagement in undergraduate STEM education. These results are consistent with previous findings on PLTL and also provide insight into the roles of course context and student population on program outcomes.

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Tedy, Tedy Tedy, Abu Bakar Adni, Aloysius Evan Kristian, Iqbal Asyarf Lufty, and Muhammad Faried Romdolni. "Faktor-Faktor yang Memengaruhi Repurchase Intention pada Network Orchestrator X." Jurnal Manajemen 17, no. 1 (October 30, 2020): 39–56. http://dx.doi.org/10.25170/jm.v17i1.1334.

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Abstract The development of peer-to-peer lodging begins with the presence of Airbnb in 2008 which is connected in 192 countries and served 60 million travelers worldwide. The presence of Airbnb has led to several similar business models, namely the network orchestrator. In Indonesia, network orchestrator x appeared in 2015 with a business model similar to a hotel, but assets in the form of buildings and their contents are owned by partners/third people. Network orchestrator x provides an application system integrated with a smartphone. In this study the questionnaire was distributed to 401 respondents and the number that could be used was 226 questionnaires. This research was conducted by adding two variables to the existing research model which is tangible and intangible variables. Based on the research, factors that significantly affect customer satisfaction are product performance risk, room and bathroom size, staff's helpfulness, accuracy of service, personal attention, and customer satisfaction also significantly influence repurchase intention.

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Evans, David, John Rees, Osita Okagbue, and John Tripp. "Negotiating sexual intimacy: A PAUSE develops an approach using a peer‐led, theatre‐for‐development model in the classroom." Health Education 98, no. 6 (December 1998): 220–29. http://dx.doi.org/10.1108/09654289810238159.

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Moone, Rajean. "Utilizing Peer Cohort Networks to Disseminate Information and to Prevent and Mitigate COVID-19 in Nursing Homes." Innovation in Aging 5, Supplement_1 (December 1, 2021): 58. http://dx.doi.org/10.1093/geroni/igab046.224.

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Abstract The COVID-19 pandemic disproportionately impacted residents, families, and staff of nursing homes and senior care communities. Even with federally mandated emergency planning, the pandemic highlighted the lack of preparation to meet the daily challenges faced in senior care. In response, the federal CARES Act including funding for a nationwide network of nursing home cohorts led by academic health centers to disseminate clinical guidance in infection control and pandemic mitigation strategies. We present a case study of a successful diffusion model as implemented in Minnesota with seven cohorts comprised of 242 nursing homes and 544 employees. Experts in geriatric care, long term care regulatory management, and public health led ninety-minute sessions held over the span of sixteen weeks. The session format included foundational evidence-based practices in pandemic management (including infection control, social isolation, leadership, and other topics), individual case studies, peer to peer knowledge diffusion, and expert guidance.

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McLuhan, Arthur, Tara Hahmann, Cilia Mejia-Lancheros, Sarah Hamilton-Wright, Guido Tacchini, and Flora I. Matheson. "Finding help and hope in a peer-led reentry service hub near a detention centre: A process evaluation." PLOS ONE 18, no. 2 (February 17, 2023): e0281760. http://dx.doi.org/10.1371/journal.pone.0281760.

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When people leave correctional institutions, they face myriad personal, social and structural barriers to reentry, including significant challenges with mental health, substance use, and homelessness. However, there are few reentry programs designed to support people’s health, wellbeing, and social integration, and there are even fewer evaluations of such programs. The purpose of this article is to report the qualitative findings from an early process evaluation of the Reintegration Centre—a peer-led service hub designed to support men on the day they are released from custody. We conducted semi-structured qualitative interviews and examined quantitative service intake data with 21 men who accessed the Reintegration Centre immediately upon release. Participants encountered significant reentry challenges and barriers to service access and utilization. The data suggest that the peer-led service hub model enhanced the service encounter experience and efficiently and effectively addressed reentry needs through the provision of basic supports and individualized service referrals. Notably, the Reintegration Centre’s proximity to the detention centre facilitated rapid access to essential services upon release, and the peer-support workers affirmed client autonomy and moral worth in the service encounter, fostering mutual respect and trust. Locating reentry programs near bail courts and detention centres may reduce barriers to service access. A peer-led service hub that provides immediate support for basic needs along with individualized service referrals is a promising approach to reentry programs that aim to support post-release health, wellbeing, and social integration. A social system that fosters cross-sectoral collaboration and continuity of care through innovative funding initiatives is vital to the effectiveness and sustainability of such reentry programs.

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Risisky, Deb, Syed Masood Asghar, Madeline Chaffee, and Nancy DeGennaro. "Women’s Perceptions Using the CenteringPregnancy Model of Group Prenatal Care." Journal of Perinatal Education 22, no. 3 (2013): 136–44. http://dx.doi.org/10.1891/1058-1243.22.3.136.

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A qualitative nonexperimental thematic analysis was conducted at a hospital-based midwifery practice to explore the views of participants in group prenatal care and its impact on pregnancy, birth, and postnatal care. Ten women and three support people, recruited through purposive sampling, shared their feedback on the program. The findings conveyed three broad themes: program experience, midwife relationship, and support. Women enjoyed the opportunity for in-depth learning, and peer-group support led to normalizing of pregnancy concerns. Having support people as participants also helped during pregnancy, birth, and child care. The findings showed the enhanced opportunity for education, learning, and interpersonal support provided by CenteringPregnancy to expectant mothers had a positive impact on their pregnancy experiences.

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Xu, Ling, Noelle Fields, Ishan Williams, Joseph Gaugler, and Daisha Cipher. "THE SENIOR COMPANION PROGRAM PLUS: A PROMISING LAY PROVIDER MODEL FOR ADRD FAMILY CAREGIVING." Innovation in Aging 6, Supplement_1 (November 1, 2022): 450. http://dx.doi.org/10.1093/geroni/igac059.1757.

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Abstract Considerable disparities exist in the prevalence of Alzheimer’s Disease and related dementia (ADRD) in older African American (AA) populations compared to older white populations. Given the need for caregiver interventions for family caregivers from racial and ethnic minority groups that hold potential for translation, implementation, and sustainability in their communities, peer-led, lay provider models may offer promise. We developed the Senior Companion Program Plus (SCP Plus), a peer-led psychoeducational program for AA family caregivers (CGs) provided by Senior Companions (SCs). Guided by sociocultural stress and coping model, the study was a randomized controlled trial that assessed the effects of SCP Plus on AA ADRD family caregivers’ stress and burden, coping skills, and social support. Although COVID-19 ended the trial early, study participants included Senior Companion-Caregiver dyads (N=20). Friedman tests for non-normally distributed variables, one-way repeated measures ANOVA for normally distributed variables, and post hoc between group significance tests were conducted. CGs in SCP Plus group reported significantly decreased caregiving burden (F(2,6) = 17.65, p = 0.003) especially between pre- and follow up-tests, as well as increased coping skills, especially at post-test (F(2,6) = 4.93, p = 0.05), satisfaction with social support (χ2(2) = 6.53, p = 0.04), and positive aspect of caregiving (χ2(2) = 6.53, p = 0.04) (especially between pre- and post-tests as well as between pre- and follow up-tests). Implications for future research are offered as well as lessons learned for culturally congruent, lay provider interventions for ADRD family caregivers.

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Journal articles on the topic 'Peer-led Model'

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