ArticleMedical science educator2026
Peer-Assisted Learning Improves Confidence and Educational Outcomes: Evidence from a Randomised Control Trial.
Article in Medical science educator, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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
2 citing papers in PubMed.
- Exploring Medical Students' Perceptions of Near-peer Teaching in Musculoskeletal OSCE Preparation.Medical science educator · 2026Article
- From learners to teachers: a peer-assisted learning model in undergraduate orthopedic education: a quasi-experimental study.Journal of medicine and life · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The positive impact Peer-Assisted Learning (PAL) and Near-Peer-Assisted Learning (NPAL) programmes have on student engagement, progression, and retention is supported by a wealth of previous studies and is reflected in the widespread adoption of (N)PAL programmes across higher education institutions. However, controlled investigations of the efficacy of (N)PAL programmes using quantifiable outcomes are limited. In this study, a within-participant randomised control trial was used to assess weekly learning and student confidence. Across four weeks, all participants attended (in counterbalanced order) an introductory (pre-lecture) NPAL session, a review (post-lecture) NPAL session, both introductory and review sessions, or a no-session control. Our data indicate that student attendance at the introductory NPAL session had a positive effect on their weekly test score (
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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.