Evidence map›Paper›PMID 40625944›Full record

ArticleMedical science educator2025

Learning Outputs for Peer Teachers in Undergraduate Medical Education.

Idun Grimstad Skjærseth, Thomas Mildestvedt, Anna Bonnevier, Satya Pal Sharma, Monika Kvernenes

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing 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

3 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

5 authors.

Idun Grimstad SkjærsethCenter for Medical Education & Department of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway.ORCID 0000-0001-6566-5458
Thomas MildestvedtDepartment of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway.ORCID 0000-0001-7879-7513
Anna BonnevierUnit for Teaching and Learning &, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
Satya Pal SharmaDepartment of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway.ORCID 0000-0002-7243-8066
Monika KvernenesCenter for Medical Education &, Department of Clinical Medicine, Faculty of Medicine, University of Bergen, Bergen, Norway.ORCID 0000-0002-6042-6383

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Peer teaching is a commonly employed educational approach in medical education, providing valuable learning opportunities for both peer teachers and learners. While it is known to enhance subject knowledge for those in teaching roles, what broader learning outcomes can be achieved and the conditions enabling these outcomes remain less understood. Hence, our aim was to explore the learning outcomes experienced by peer teachers in undergraduate medical education, as well as to identify the prerequisites that facilitate these outcomes. Whereas most studies on peer teaching have focused on outcomes from evaluations of individual, newly implemented programs, this study examines peer teaching experiences from a variety of programs and contexts. To achieve a broader dataset, peer teachers ( Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02365-0.

Indexed as

Educator rolesGeneric skillsPeer-assisted learningPeer teachingUndergraduate medical education

Identifiers

PMID40625944
PMCPMC12228852

What OpenQuestion holds

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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.