Peer‐assisted learning in medical education: A systematic review and meta‐analysis

Abstract

Objectives: The prevalence of peer-assisted learning (PAL) featuring alongside the core medical curriculum is increasing; however, the evidence base for PAL's efficacy on academic performance is limited. This systematic review of randomised studies of PAL in medical school sets out to assess the impact of PAL on academic outcomes in medical school and evaluate whether PAL confers a benefit in specific educational contexts.Methods: A literature search was conducted across MEDLINE, Ovid Embase, Web of Science and Education Research Complete. Titles and abstracts were screened, and records were selected following strict eligibility criteria. Following full-text assessment for eligibility, two reviewers independently extracted data from the final selection of records and a meta-analysis was performed. Studies were classified using a modified version of Kirkpatrick's levels of learning. Student test scores were standardised by calculating the standardised mean difference (SMD).Results: Twenty-seven randomised controlled trials were eligible for inclusion, and twenty-one provided sufficient and complete data to enable meta-analysis. There was a significant improvement in the academic performance of medical students who received PAL compared with those in the control group (SMD = 0.52 [95% confidence interval 0.18-0.85]; p = .003). The impact of PAL was greater amongst clinical medical students (SMD = 0.63; p = .02) than preclinical medical students (SMD = 0.39; p = .08) and when used for teaching practical skills (SMD = 0.69; p = .001) compared with theory (SMD = À0.11; p = .21). Students taught by PAL also achieved better results in assessments conducted more than four weeks after course completion (SMD = 1.20; p = .04). [Correction added on 8 November 2020 after first publication. The data values in the Results section have been corrected in this version.] Conclusions: Medical students experiencing PAL benefit in terms of academic performance, relative to those not receiving PAL. PAL is of greatest value in the clinical stages of training and for practical skills. The long-term outcomes of PAL remain a priority for future research.

Nursing Students’ Perceived Learning Outcomes, Motivation to Learn and Grade Achieved in a Digital Blended Learning Course: A Norwegian Cross-Sectional Study

“…This was not found for the students' perceived learning outcome of teacher counseling in seminars, where the perceived learning outcome increased with the grade. A recent review found that medical students experiencing PAL benefit in terms of academic performance relative to those not receiving PAL [41]. Timely feedback where instructors guide correct or incorrect answers is critical to avoid students making the predictions alone [42].…”

The Effectiveness and Student Perceptions of Peer-Conducted Team-Based Learning Compared to Faculty-Led Teaching in Undergraduate Teaching

“…11 Therefore, combining these two methods would likely amplify learning of these essential skills in medical education as shown in recent meta-analysis. 13 Although all these skills are crucial in real-world settings, they are not usually measured or evaluated while analyzing TBL as an instruction method. 1 , 9 To properly study the accumulation of these skills, a more longitudinal setting than ours is needed.…”

“…Recent meta-analysis showed that peer-assisted medical learning was especially efficient in teaching practical skills. 13 Moreover, peer teaching has been reported to increase self-confidence among students and to create better learning environment and atmosphere in class. 14 …”

“R1 Nightmares”: a resident-led on-call medical emergency simulation course for junior residents

“…Near-peer clinical teaching leverages cognitive and social congruence between learners and teachers and may provide comparable simulation instruction quality when compared to staff physicians. [4][5][6] You Should Try This!…”