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How does peer teaching compare to faculty teaching? A systematic review and meta-analysis (.).
Eliot L Rees1, Patrick J Quinn1, Benjamin Davies1
1a Keele University , UK.
Medical Teacher
|November 28, 2015
Summary
Peer-teaching in medical education yields comparable knowledge and skills outcomes to faculty teaching. This systematic review supports peer-teaching for its benefits to both student learners and tutors.
Area of Science:
- Medical Education
- Pedagogy
- Health Professions Education
Background:
- Peer-teaching is a widely adopted method in undergraduate medical education.
- Evidence indicates benefits for both students receiving instruction and those providing it.
Purpose of the Study:
- To systematically review and meta-analyze existing literature on the outcomes of peer-teaching in medical education.
- To compare the knowledge and skills outcomes of students taught by peers versus those taught by faculty.
Main Methods:
- A systematic search of seven databases was conducted using 21 search terms.
- Studies comparing knowledge or skills outcomes of peer-taught students versus faculty-taught students were included.
- A random effects model meta-analysis was used to synthesize extracted data.
Main Results:
- The review included ten studies after screening 2292 initial records.
- Meta-analyses revealed no significant differences in knowledge outcomes (SMD: 0.07; 95% CI: -0.07, 0.21).
- No significant differences were found in skills outcomes (SMD: 0.11; 95% CI: -0.07, 1.29).
Conclusions:
- Medical students taught by peers demonstrate similar outcomes to those taught by faculty.
- Peer-teaching should be encouraged due to its positive impact on tutor knowledge and teaching skills development.
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