Efficient and Effective Use of Peer Teaching for Medical Student Simulation

Area of Science:

• Medical Education
• Simulation-Based Learning
• Emergency Medicine

Background:

• Simulation enhances active learning and knowledge retention in medical education.
• Increasing simulation use strains instructor resources.
• Peer teaching in simulation offers a potential solution to reduce instructor demands while reinforcing learning.

Purpose of the Study:

• To compare the effectiveness of peer-taught simulation versus physician-led simulation in medical education.
• To test the hypothesis that peer-taught simulation yields equivalent knowledge acquisition and positive participant reception compared to physician-led sessions.

Main Methods:

• A quasi-experimental study was conducted during an emergency medicine clerkship.
• The intervention group involved students teaching simulation cases to peers, with one physician monitoring.
• The control group received faculty-led simulation sessions, requiring three physicians for supervision.

Main Results:

• Both peer-taught and physician-led simulations resulted in equivalent knowledge improvement, with post-test scores averaging 75% for both groups.
• Students perceived peer-directed learning as effective and interactive.
• Participants rated the physician-led simulation experience more favorably than the peer-taught sessions.

Conclusions:

• Peer teaching in medical simulation is an effective method for knowledge acquisition, comparable to physician-led instruction.
• Peer-taught sessions are viewed positively by students as interactive and beneficial learning experiences.
• Despite equivalent learning outcomes, students expressed a preference for the overall experience of physician-led simulations.