ArticleBMC medical education2026
Perceived changes in innovation and entrepreneurship competency among medical students following peer-assisted learning: an exploratory study of implementation fidelity.
Article in BMC medical education, 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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7 authors.
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Abstract
backgroundTraditional medical innovation and entrepreneurship (I&E) education faces severe faculty constraints. While Peer-Assisted Learning (PAL) offers a scalable alternative, its impact on complex I&E competencies and the reliability of peer-led instruction remain underexplored. This exploratory study evaluates the association of a structured PAL model with students' perceived I&E competency and its implementation fidelity.
methodsFifty-four medical students completed a prospective, six-workshop PAL program. Perceived I&E competency was assessed pre- and post-intervention via a validated 53-item questionnaire. Data were analyzed using paired t-tests or Wilcoxon tests (based on normality) with a Bonferroni correction (p < 0.0083). Concurrently, two independent raters evaluated implementation fidelity and instructional consistency using a standardized checklist.
resultsPerceived overall I&E competency improved significantly (p < 0.0001, d = 0.673). Following Bonferroni correction, Practical Skills exhibited the most pronounced gain (p < 0.0001, d = 0.687), whereas theoretical domains did not retain statistical significance. Analysis of 324 mentor evaluations indicated highly consistent teaching performance (ANOVA, p = 0.522). Crucially, overall implementation fidelity was excellent (mean = 4.56/5, ICC = 0.87), suggesting highly consistent peer-led delivery, despite minor variability in advanced facilitation skills.
conclusionPAL is positively associated with improvements in medical students' perceived practical I&E competencies. Supported by standardized pedagogical training, peer-led instruction can achieve high implementation fidelity and mitigates instructional variability. This exploratory framework offers a potentially adaptable supplement to traditional faculty-led education.
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