ArticleMedEdPublish (2016)2020
"To teach is to learn twice" Added value of peer learning among medical students during COVID-19 Pandemic.
Article in MedEdPublish (2016), 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 1 of them a synthesis that pooled 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.
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.
Who cites it
16 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The COVID-19 pandemic and undergraduate medical student teaching/learning and assessment.MedEdPublish (2016) · 2021Pooled it
- AI-powered standardised patients: evaluating ChatGPT-4o's impact on clinical case management in intern physicians.BMC medical education · 2025Article
- The relationship between peer learning and self-directed learning: the mediating role of collaborative leadership among pre-service mathematics teachers.Frontiers in psychology · 2025Article
- Peer Learning Has Double Effects in Clinical Research Education: A Qualitative Study.International journal of pediatrics · 2024Article
- Observed Interactions, Challenges, and Opportunities in Student-Led, Web-Based Near-Peer Teaching for Medical Students: Interview Study Among Peer Learners and Peer Teachers.JMIR medical education · 2023Article
- Implementation of a Student-Teacher-Based Blended Curriculum for the Training of Medical Students for Nasopharyngeal Swab and Intramuscular Injection: Mixed Methods Pre-Post and Satisfaction Surveys.JMIR medical education · 2023Article
- A survey-based research of medical faculty students' experiences on anatomy education during the Covid-19 pandemic process.Morphologie : bulletin de l'Association des anatomistes · 2023Article
- Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: a cross-sectional study.Frontiers in medicine · 2023Article
- Exploring the challenges of virtual internships during the COVID-19 pandemic and their potential influence on the professional identity of health professions students: A view from Qatar University.Frontiers in medicine · 2023Article
- Online or Blended Learning: the COVID-19 Pandemic and First-Year Medical Students' Academic Motivation.Medical science educator · 2022Article
- Towards a sustainable online peer learning model based on student's perspectives.Education and information technologies · 2022Article
- Medical students' perspective on online teaching during pandemic: Experience from a Government Medical College in Uttarakhand, India.Journal of education and health promotion · 2021Article
- Twelve things we have learned from medical students during the Pandemic.MedEdPublish (2016) · 2021Article
- Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review.JMIR medical education · 2020Review
- Impact of the COVID-19 pandemic: The perceptions of health professions educators.MedEdPublish (2016) · 2020Article
- Medical Students' Contribution as a Refining Tool for the Conventional Educational System.Journal of microscopy and ultrastructureArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This article was migrated. The article was marked as recommended. In medical education, peer learning has a significant impact on deeper learning and considered an effective method of collaborative and deeper learning. This article highlights the adjustment of the final year medical students to the peer learning style during the COVID-19 pandemic. It explores the additional benefits of peer learning style and recommend key points that can help medical students to combat the current stressful situation. Adaptation to peer learning strategy may help to overcome this stressful situation and motivate each other to focus on studies. This approach can assist medical students to stay in touch with each other, collaborate, communicate, and boost each other morally. The peer learning style provides an opportunity for students to share thoughts and emotional reactions freely and friendly. This way can help to reduce stress and develop resilience. Students get rapid adaptation to technology-enhanced learning smoothly and effectively by helping each other to learn new skills. The feeling of staying connected with peers during the online sessions significantly augmented the ability to combat the crisis and augment social interactions.
Indexed as
Identifiers
What OpenQuestion holds
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.