Evidence map›Paper›PMID 37008422›Full record

ArticleMedical science educator2023

Peer-Assisted Learning in Undergraduate Medical Education for Resilience and Well-being.

Cathy Snapp, Casey Bassett, Amy Baldwin, Janette R Hill, Ruth DeBusk

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical science educator, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.

0numbers the graph read from it
0cells of the map it votes in
7citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

7 citing papers in PubMed.

  1. Article
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  7. Collaborative Learning Communities With Medical Students as Teachers.Journal of medical education and curricular development
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Cathy SnappOffice of Personalized Health and Well-being, Augusta University/ University of Georgia Medical Partnership University of Georgia Health Sciences Campus, Prince Avenue, Athens, GA 30602 USA.ORCID 0000-0002-5476-1732
Casey BassettDepartment of Pathology, Augusta University/University of Georgia Medical Partnership Athens, Augusta, GA USA.ORCID 0000-0003-2942-7473
Amy BaldwinDepartment of Biochemistry and Molecular Biology, Augusta University/University of Georgia Medical Partnership, Augusta, GA USA.ORCID 0000-0003-4209-7229
Janette R HillLearning, Design, & Technology, University of Georgia, Augusta, GA USA.ORCID 0000-0002-9724-2895
Ruth DeBuskMBN Systems, LLC, Tallahassee, USA.ORCID 0000-0002-0270-869X

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Peers are a powerful resource in the learning process. Peer-assisted learning (PAL) is a high value activity for the peer and the coach. We report here a PAL activity focused on resilience and well-being for first-year undergraduate medical students. The model and lessons learned are described.

Indexed as

Peer-assisted learningPeer coachingUndergraduate medical education (UME) resilienceWell-being emotional regulation

Identifiers

PMID37008422
PMCPMC10060605

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.