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Title: | Does peer teaching improve academic results and competencies during medical school? A mixed methods study | Authors: | Avonts, Marijke Michels, Nele R. Bombeke, Katrien HENS, Niel Coenen , Samuel Vanderveken, Olivier M. De Winter, Benedicte Y. |
Issue Date: | 2022 | Publisher: | BMC | Source: | BMC Medical Education, 22 (1) (Art N° 431) | Abstract: | Background This study investigates the impact of Peer-Assisted Learning (PAL) in clinical skills on peer teachers' academic scores and competencies; however, controversy remains on this topic, and concrete evidence on its impact lacking. Methods We performed a mixed methods study combining a retrospective cohort study with a modified Delphi survey. Peer teachers and Skills Lab faculty members participated in this study. A validated questionnaire, the CanMEDS Competency Based Inventory (CCBI), and group interviews were used to assess the outcomes of PAL. Our results were also triangulated with literature data. Results In 3 consecutive cohorts of medical students (n = 311), 78 participated in PAL. Peer teachers obtained higher scores from the start of the study, at different timepoints in medical school, and on their final scores compared to all other students. Interestingly their progress followed the same path and magnitude as other well-performing students. However, based on our findings from a modified Delphi survey (CCBI interviews) and a literature review, we found further supporting evidence for a positive impact of PAL on the competencies of physical skills (medical expert), teamwork and leadership (collaborator), lifelong learning (scholar), and for admitting uncertainty/limits (professional) within the CanMEDS roles. Conclusions We conclude that higher achieving students are more likely to volunteer for a peer tutoring program; however this does not significantly augment their academic scores as compared to above well-performing non-teaching fellow students. Importantly, our modified Delphi survey indicated which CanMEDS roles were positively impacted by PAL: medical expert, collaborator, scholar and professional. | Notes: | Avonts, M (corresponding author), Univ Antwerp, Fac Med & Hlth Sci, Skills Lab, Campus Drie Eiken, B-2610 Antwerp, Belgium. marijke.avonts@uantwerpen.be |
Keywords: | Peer assisted learning;Peer assisted learning;Peer teaching;Peer teaching;Clinical skills;Clinical skills;Competencies;Competencies;CanMEDS;CanMEDS | Document URI: | http://hdl.handle.net/1942/37575 | e-ISSN: | 1472-6920 | DOI: | 10.1186/s12909-022-03507-3 | ISI #: | WOS:000805935000001 | Rights: | The Author(s) 2022. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativeco mmons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data | Category: | A1 | Type: | Journal Contribution | Validations: | ecoom 2023 |
Appears in Collections: | Research publications |
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