Mazur's Peer Instruction in Medical Education: A Systematic Review and Meta-Analysis.

Mohammad Aldalou, Asa Kizer, Jamison C Hanley, Ahmad R Hakim, Jill Deaver, Adam B Wilson, William S Brooks

Abstract readReview

In one paragraph

Review in Medical science educator, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing 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

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Mohammad AldalouDepartment of Medical Education, Marnix E. Heersink School of Medicine, University of Alabama at Birmingham, Birmingham, AL USA.ORCID 0009-0003-6635-4194

Asa KizerDepartment of Medical Education, Marnix E. Heersink School of Medicine, University of Alabama at Birmingham, Birmingham, AL USA.

Jamison C HanleyDepartment of Medical Education, Marnix E. Heersink School of Medicine, University of Alabama at Birmingham, Birmingham, AL USA.

Ahmad R HakimDepartment of Medical Education, Marnix E. Heersink School of Medicine, University of Alabama at Birmingham, Birmingham, AL USA.

Jill DeaverDepartment of Clinical, Academic, and Research Engagement, Lister Hill Library of the Health Sciences, University of Alabama at Birmingham, Birmingham, AL USA.ORCID 0000-0003-4766-0260

Adam B WilsonDepartment of Anatomy and Cell Biology, Rush University, Chicago, IL USA.ORCID 0000-0002-1221-5602

William S BrooksDepartment of Medical Education, Marnix E. Heersink School of Medicine, University of Alabama at Birmingham, Birmingham, AL USA.ORCID 0000-0002-4745-9295

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Peer Instruction (PI) has demonstrated benefits in STEM education, but its effectiveness as a distinct instructional method in health professions education remains uncertain. This systematic review identified 17 eligible studies implementing Mazur's PI framework in medical and dental education, with 12 contributing to meta-analyses. PI yielded large within-session conceptual gains (Hedges' g ≥ 1.48; Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-026-02744-1.

Indexed as

Active learningHealth professions educationLearning outcomesMedical educationPeer instruction

Identifiers

PMID42438533

DOI10.1007/s40670-026-02744-1

PMCPMC13356240

What OpenQuestion holds

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Registered trials

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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.