Strengths and challenges associated with peer learning in a magnetic resonance imaging setting: A qualitative study

Background and aim: Peer Learning is a pedagogical model in which students can share experiences and knowledge as well as reflect together. Research on Peer Learning has shown that when working together in pairs, the students can use and support each other to mirror and reflect on mutual insecurities. Peer Learning is a preceptorship model where two students are supervised by one preceptor. Considering the increasing shortage of radiographers, the method could be useful due to requiring fewer preceptors. The aim was to describe the strengths and challenges associated with a Peer Learning model in a magnetic resonance imaging setting from preceptors’ and undergraduate radiography students’ perspectives. Methods: Design: Qualitative design with an inductive approach. Settings: Radiology departments in seven hospitals in Sweden and the third year Bachelor radiography programme at a university in southern Sweden, during which students attend four weeks of clinical practice pertaining to the use of magnetic resonance imaging. Participants: 12 students and 14 preceptors were interviewed about peer learning in a magnetic resonance imaging setting. Methods: Focus group and individual interviews followed by conventional qualitative content analysis. Results: The results showed that students and preceptors were positive towards peer learning and saw many advantages. Preceptorship in Peer Learning required a significant amount of support and guidance from the radiology department. The students and preceptors indicated that they needed more education about peer learning. Conclusions: A prerequisite for the implementation of Peer Learning at clinical placements in a magnetic resonance imaging setting is education and training in peer learning for both students and preceptors, as well as support and guidance from universities and radiology departments.