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Peer-assisted learning in simulation-based medical education: a mixed-methods exploratory study.

Leo Nunnink1,2, Andrea Thompson1,2, Nemat Alsaba3

  • 1Faculty of Medicine, The University of Queensland, Saint Lucia, Queensland, Australia.

BMJ Simulation & Technology Enhanced Learning
|May 6, 2022
PubMed
Summary
This summary is machine-generated.

Peer-assisted learning in simulation-based education (PAL-SBE) is feasible and positively perceived by senior medical students. Students reported greater benefits when teaching peers than when learning from them in simulation scenarios.

Keywords:
interprofessional relationsmedical educationpatient experiencesimulationsimulation based education

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Area of Science:

  • Medical Education
  • Simulation-based Education
  • Peer-Assisted Learning

Background:

  • Peer-assisted learning (PAL) is established in medical education.
  • Limited research exists on PAL within simulation-based education (SBE).

Purpose of the Study:

  • To explore senior medical students' perceptions of teaching and learning via PAL in SBE (PAL-SBE).

Main Methods:

  • Mixed-methods study involving 97 senior medical students at two universities.
  • Students wrote, ran, and debriefed simulation scenarios in small groups with facilitator oversight.
  • Data collected via free-text and Likert surveys, followed by facilitated focus groups; thematic analysis used.

Main Results:

  • Student-led simulations ran smoothly with minimal technical issues.
  • Participants reported more positive experiences as peer teachers than as peer learners.
  • Key themes included learning/teaching in simulation, educator roles, peer learning benefits, and resource intensity.

Conclusions:

  • Peer-assisted learning in simulation-based education is a viable and positively perceived educational strategy.
  • Perceived learning benefits are more significant for students in the role of peer teacher compared to peer learner.