ReviewBMC medical education2022
Does peer teaching improve academic results and competencies during medical school? A mixed methods study.
Review in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
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Who cites it
15 citing papers in PubMed.
- Integrated e-Learning for Shoulder Anatomy and Clinical Examination Skills in First-Year Medical Students: Randomized Controlled Trial.JMIR medical education · 2025Trial
- Background characteristics and burnout of Japanese resident physicians who did and did not share voluntary clinical cases.Scientific reports · 2026Article
- The effect of web-based learning with peer-facilitated discussion on nursing students' knowledge and practices in work-related biological exposure: a quasi-experimental study.BMC medical education · 2026Article
- Evaluation of a peer-assisted, simulation-based clinical skills training program in Spain: a prospective single-group before-and-after study.Journal of educational evaluation for health professions · 2026Article
- A review of selection criteria for ophthalmology training in the Western world.Eye (London, England) · 2025Review
- Learning Outputs for Peer Teachers in Undergraduate Medical Education.Medical science educator · 2025Article
- Nursing students' experiences and perceptions regarding in-class flipped classroom: a mixed-methods study.BMC medical education · 2025Article
- From Tutor to Future Educator: Investigating the Role of Peer-Peer Tutoring in Shaping Careers in Medical Education.Medical science educator · 2025Article
- The perceived long-term impact of peer teaching in the skills lab. A descriptive interview study.Medical education online · 2024Article
- The impact of study habits and personal factors on the academic achievement performances of medical students.BMC medical education · 2024Article
- Student supervision by trainee doctors in GP teaching practices: Win-win situation or additional burden? An interview study on current practices and acceptance.GMS journal for medical education · 2024Article
- How can peer teaching influence the development of medical students? a descriptive, longitudinal interview study.BMC medical education · 2023Article
- Peer Teaching in Undergraduate Medical Education: What are the Learning Outputs for the Student-Teachers? A Systematic Review.Advances in medical education and practice · 2023Review
- A Needs-Based Analysis of Teaching on Vaccinations and COVID-19 in German Medical Schools.Vaccines · 2022Article
- The Use of Peer-Assisted Learning in Teaching Clinical Skills in Undergraduate Medical Education: A Scoping Review.Journal of medical education and curricular developmentReview
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThis study investigates the impact of Peer-Assisted Learning (PAL) in clinical skills on peer teachers' academic scores and competencies; however, controversy remains on this topic, and concrete evidence on its impact lacking.
methodsWe performed a mixed methods study combining a retrospective cohort study with a modified Delphi survey. Peer teachers and Skills Lab faculty members participated in this study. A validated questionnaire, the CanMEDS Competency Based Inventory (CCBI), and group interviews were used to assess the outcomes of PAL. Our results were also triangulated with literature data.
resultsIn 3 consecutive cohorts of medical students (n = 311), 78 participated in PAL. Peer teachers obtained higher scores from the start of the study, at different timepoints in medical school, and on their final scores compared to all other students. Interestingly their progress followed the same path and magnitude as other well-performing students. However, based on our findings from a modified Delphi survey (CCBI interviews) and a literature review, we found further supporting evidence for a positive impact of PAL on the competencies of physical skills (medical expert), teamwork and leadership (collaborator), lifelong learning (scholar), and for admitting uncertainty/limits (professional) within the CanMEDS roles.
conclusionsWe conclude that higher achieving students are more likely to volunteer for a peer tutoring program; however this does not significantly augment their academic scores as compared to above well-performing non-teaching fellow students. Importantly, our modified Delphi survey indicated which CanMEDS roles were positively impacted by PAL: medical expert, collaborator, scholar and professional.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.