ArticleIrish journal of medical science2026
Peer instruction in large-group undergraduate anaesthesiology teaching: a cross-sectional study of educator and student perspectives.
Article in Irish journal of medical science, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
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Abstract
purposeActive learning is widely recognised as essential in medical education, helping to bridge the gap between theoretical knowledge and the clinical decision-making required in practice. Peer Instruction is an evidence-based, student-centred teaching strategy that promotes active learning. However, its role in undergraduate anaesthesiology teaching remains underexplored. We evaluated educator and student perspectives on the use of Peer Instruction in anaesthesiology teaching. MATERIALS AND
methodsVolunteer educators were briefed on the peer instruction technique and used it to deliver large-group anaesthesiology teaching to final-year medical students. In this quantitative cross-sectional study, anonymous surveys were distributed electronically to educators and students. Responses were analysed using descriptive statistics, exploratory factor analysis, and Pearson's correlation analysis to identify latent constructs and relationships between factors.
resultsSixteen sessions were delivered to 373 students. Surveys were completed by 107 students (29% response rate) and 10 educators (71.4% response rate). Students reported high engagement, with 97.2% agreeing that the technique improved active participation, and 92% noting that immediate visualisation of polling responses supported reflection. The majority of educators were novice teachers, and none had prior experience with Peer Instruction. While educators valued the immediate feedback provided by polling technology, 20% reported technical difficulties.
conclusionsPeer Instruction is a feasible and well-received strategy for large-group undergraduate anaesthesiology teaching, even when delivered by novice educators, with high levels of self-reported student engagement and reflection. Further exploration is warranted to confirm these results. Successful implementation at scale will require structured faculty development and reliable technological infrastructure.
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