Does peer teaching improve academic results and competencies during medical school? A mixed methods study

Area of Science:

• Medical Education
• Clinical Skills Training
• Competency-Based Education

Background:

• Peer-Assisted Learning (PAL) in clinical skills is debated, with limited concrete evidence on its impact on peer teachers.
• Existing research lacks comprehensive data on how PAL affects academic performance and skill development.

Purpose of the Study:

• To investigate the impact of PAL in clinical skills on peer teachers' academic scores and competencies.
• To address the controversy and lack of concrete evidence regarding PAL's effects.

Main Methods:

• A mixed-methods approach combining a retrospective cohort study and a modified Delphi survey.
• Utilized the CanMEDS Competency Based Inventory (CCBI) questionnaire and group interviews with peer teachers and faculty.
• Triangulated findings with existing literature data.

Main Results:

• Peer teachers in PAL achieved higher initial and final academic scores compared to non-participating students.
• PAL positively impacted specific CanMEDS roles: medical expert (physical skills), collaborator (teamwork/leadership), scholar (lifelong learning), and professional (admitting uncertainty).
• Peer teachers' academic progress mirrored that of other high-achieving students.

Conclusions:

• Higher-achieving students are more inclined to participate in PAL programs.
• PAL participation did not significantly augment academic scores beyond those of comparable high-performing non-teaching students.
• PAL demonstrably enhanced specific CanMEDS competencies, including medical expertise, collaboration, scholarship, and professionalism.