ArticleBMC medical education2025
Learning to teach by teaching your peers: exploring students' needs for training in the undergraduate medical education curriculum.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
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Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Peer tutoring in clinical simulation for health sciences education: a systematic review.BMC medical education · 2026Pooled it
- Understanding the neuroscience of communicating serious news.Intensive care medicine · 2026Article
- The effects of reciprocal peer practice with digital platform on undergraduate nursing students' operational skills, critical thinking, and self-efficacy: a quasi-experimental study.BMC medical education · 2026Article
- How near-peer supervisors experience their own development in the supervisor role when shifting from written to oral interactive feedback: a qualitative interview study.BMC medical education · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDifferent forms of peer teaching are commonly used in medical curricula. Peer assisted learning (PAL) creates an opportunity for medical students to practice teaching and communication skills. However, more data is needed to identify how peer teachers undertake their teaching assignment and what support they need during medical school as well as to feel comfortable to teach as practicing physicians. Therefore, this study aimed to investigate medical students' experiences of peer teaching with focus on what obstacles students meet, what support they lack, and how this support, according to students, should be designed.
methodsA qualitative interview study was performed, collecting data through semi-structured focus groups and individual interviews with peer teachers (PTs) and peer learners (PLs). Data was analyzed with thematic analysis.
resultsThe qualitative thematic analysis was based on the research questions and resulted in six themes: becoming a PT or not; experiences of received support during peer teaching; experiences of teaching- developing as a teacher; experiences of teaching- finding support for the teaching role; including PAL as part of the curriculum- desired structure; and including PAL as part of the curriculum- desired content and teaching modalities.
conclusionThis study supports the idea that, in addition to enhanced subject specific knowledge, PTs can develop qualities useful for the educational assignment of medical doctors. More importantly, we add novel knowledge by showing that there is often insufficient formal training in the medical undergraduate curriculum for students to be sufficiently prepared for this task. To reach learning outcomes in teaching and communication, students want a training program to include a theoretical base and to learn by contextualized practical experiences with feedback. Inclusion of mandatory peer teaching in the medical curriculum should consider timing, the subject area that is taught and proper training for the peer teachers.
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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.