Peer-Assisted Learning Versus Faculty-Led Teaching of Interviewing Skills: A Comparative Study

Area of Science:

• Medical Education
• Health Professions Education
• Communication Skills Training

Background:

• Effective patient interviewing is a critical competency for medical professionals.
• Traditional didactic methods may not fully optimize the development of clinical communication skills.
• Peer-assisted learning (PAL) offers a potential alternative or supplement to enhance skill acquisition.

Purpose of the Study:

• To evaluate the effect of peer-assisted learning (PAL) on medical students' patient interviewing proficiency.
• To investigate medical students' perceptions of peer tutors within an educational context.
• To compare outcomes between PAL and faculty-led instruction for communication skills development.

Main Methods:

• A cross-sectional observational study conducted at Hawler Medical University involving second-year medical students.
• Peer tutors were selected from sixth-year medical students with prior communication skills training.
• Summative video assessment scores and student perceptions were compared between PAL and faculty-led groups.

Main Results:

• The peer-assisted learning group (n=83) achieved significantly higher mean scores (74.6 ± 8.1) than the faculty-led group (n=92) (70.4 ± 7.1, P < 0.001).
• Students provided encouraging feedback on PAL sessions, particularly noting the comfort in asking questions.
• PAL demonstrated a positive impact on both skill performance and learner engagement.

Conclusions:

• Peer-assisted learning is an effective strategy for improving medical students' patient interviewing skills.
• PAL fosters a positive learning environment, enhancing student confidence and interaction.
• Integrating peer tutoring can be a valuable component of medical communication skills curricula.