ArticleFrontiers in psychology2025
Enhancing peer teaching and psychological outcomes in medical education through structured formative assessment: a quasi-experimental study.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- Effectiveness of COACH2COACH and R2C2 (Relationship, Reaction, Content, Coaching) Model in Improving Peer-feedback for students' professional development.Pakistan journal of medical sciences · 2026Article
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Authors and funding
9 authors.
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Abstract
Background: Peer-assisted learning (PAL) is an established approach in medical education, yet variability in teaching quality persists when peer tutors lack structured pedagogical support. This study examined whether integrating a structured formative assessment framework could enhance peer tutors' teaching performance, teaching self-efficacy, and reduce teaching anxiety, as well as improve first-year students' knowledge, academic motivation, and self-efficacy. Methods: A quasi-experimental, parallel- group study was conducted in three medical universities in Guangdong, China (2024-2025). Final-year medical students ( Results: Significant group × time interactions favored the intervention group across all outcomes. Students taught by intervention-group tutors showed higher post-test knowledge (7.93 ± 0.31 vs. 5.28 ± 1.10; Conclusion: This study provides preliminary evidence that integrating structured formative assessment into peer-assisted learning enhances tutors' instructional competence, strengthens self-efficacy, and reduces teaching anxiety, while simultaneously improving students' motivation and learning outcomes. Embedding formative assessment within PAL may represent a feasible and scalable strategy to improve teaching quality in medical education.
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